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Measuring Elementary Student Reading Gain in the Context of School-Implemented Multitiered Systems of Support

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Title: Measuring Elementary Student Reading Gain in the Context of School-Implemented Multitiered Systems of Support
Language: English
Authors: Stephanie Al Otaiba (ORCID 0000-0001-7125-3791), Wilhelmina van Dijk (ORCID 0000-0001-9195-8772), Jennifer Stewart, Ashley A. Edwards, Dayna Russell Freudenthal, Jill Allor, Christopher Schatschneider, Paul Yovanoff
Source: Remedial and Special Education. 2026 47(1):53-65.
Availability: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 13
Publication Date: 2026
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R324A160132
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Early Childhood Education
Grade 1
Primary Education
Grade 2
Grade 3
Grade 4
Intermediate Grades
Grade 5
Middle Schools
Descriptors: Reading Achievement, Achievement Gains, Multi Tiered Systems of Support, Elementary School Students, Grade 1, Grade 2, Grade 3, Grade 4, Grade 5, Achievement Tests, Students with Disabilities, Response to Intervention, Program Implementation, School Administration, Administrator Attitudes
Geographic Terms: Texas, Illinois, Michigan
Assessment and Survey Identifiers: Measures of Academic Progress
DOI: 10.1177/07419325241268563
ISSN: 0741-9325
1538-4756
Abstract: There is limited research with mixed results about student reading gains in Grades 1 to 5 within typical school-implemented Response to Intervention (RTI). As part of a larger study, we used school-administered screening data on a widely used computer-adaptive test (Measures of Academic Progress) to describe reading gains across one academic year. We observed relatively faster growth in the first grade than in the later grades. We found stronger growth for students not identified with a disability relative to students with low or high-incidence disabilities or a 504 plan. We explored moderation of gains for students receiving tiered interventions based on administrators' interviews about RTI implementation. We observed that better ratings of administrators' articulation about using the evidence-aligned RTI components of progress monitoring, data-based decision-making, and Tier 2 interventions were related to greater gains for students receiving Tier 2 or 3 intervention. We discuss implications, limitations, and directions for future research.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2026
Accession Number: EJ1496649
Database: ERIC
FullText Text:
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PubType: Academic Journal
PubTypeId: academicJournal
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  Data: Measuring Elementary Student Reading Gain in the Context of School-Implemented Multitiered Systems of Support
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  Data: <searchLink fieldCode="AR" term="%22Stephanie+Al+Otaiba%22">Stephanie Al Otaiba</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7125-3791">0000-0001-7125-3791</externalLink>)<br /><searchLink fieldCode="AR" term="%22Wilhelmina+van+Dijk%22">Wilhelmina van Dijk</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9195-8772">0000-0001-9195-8772</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jennifer+Stewart%22">Jennifer Stewart</searchLink><br /><searchLink fieldCode="AR" term="%22Ashley+A%2E+Edwards%22">Ashley A. Edwards</searchLink><br /><searchLink fieldCode="AR" term="%22Dayna+Russell+Freudenthal%22">Dayna Russell Freudenthal</searchLink><br /><searchLink fieldCode="AR" term="%22Jill+Allor%22">Jill Allor</searchLink><br /><searchLink fieldCode="AR" term="%22Christopher+Schatschneider%22">Christopher Schatschneider</searchLink><br /><searchLink fieldCode="AR" term="%22Paul+Yovanoff%22">Paul Yovanoff</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Remedial+and+Special+Education%22"><i>Remedial and Special Education</i></searchLink>. 2026 47(1):53-65.
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  Data: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Y
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  Data: 13
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  Data: 2026
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  Data: Institute of Education Sciences (ED)
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  Data: R324A160132
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Reading+Achievement%22">Reading Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Gains%22">Achievement Gains</searchLink><br /><searchLink fieldCode="DE" term="%22Multi+Tiered+Systems+of+Support%22">Multi Tiered Systems of Support</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Tests%22">Achievement Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Response+to+Intervention%22">Response to Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22School+Administration%22">School Administration</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Attitudes%22">Administrator Attitudes</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Texas%22">Texas</searchLink><br /><searchLink fieldCode="DE" term="%22Illinois%22">Illinois</searchLink><br /><searchLink fieldCode="DE" term="%22Michigan%22">Michigan</searchLink>
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  Data: <searchLink fieldCode="SU" term="%22Measures+of+Academic+Progress%22">Measures of Academic Progress</searchLink>
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  Data: 10.1177/07419325241268563
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0741-9325<br />1538-4756
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: There is limited research with mixed results about student reading gains in Grades 1 to 5 within typical school-implemented Response to Intervention (RTI). As part of a larger study, we used school-administered screening data on a widely used computer-adaptive test (Measures of Academic Progress) to describe reading gains across one academic year. We observed relatively faster growth in the first grade than in the later grades. We found stronger growth for students not identified with a disability relative to students with low or high-incidence disabilities or a 504 plan. We explored moderation of gains for students receiving tiered interventions based on administrators' interviews about RTI implementation. We observed that better ratings of administrators' articulation about using the evidence-aligned RTI components of progress monitoring, data-based decision-making, and Tier 2 interventions were related to greater gains for students receiving Tier 2 or 3 intervention. We discuss implications, limitations, and directions for future research.
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  Label: IES Funded
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  Data: 2026
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  Data: EJ1496649
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1496649
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        Value: 10.1177/07419325241268563
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 53
    Subjects:
      – SubjectFull: Reading Achievement
        Type: general
      – SubjectFull: Achievement Gains
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      – SubjectFull: Multi Tiered Systems of Support
        Type: general
      – SubjectFull: Elementary School Students
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      – SubjectFull: Grade 1
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      – SubjectFull: Grade 2
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      – SubjectFull: Grade 5
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      – SubjectFull: Students with Disabilities
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      – SubjectFull: Response to Intervention
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