Abstract/Details

Effects of the implementation of the “Rally to Read” program: A Tier 3 approach within the Response to Intervention process


2010 2010

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Abstract (summary)

This study was a mixed-method, quasi-experimental investigation that evaluated the implementation of the “Rally to Read” remediation program, designed by the Center for Learning and Development (CLD), as a Tier 3 intervention method within the Response to Intervention (RTI) process. This study compared the progress of a Tier 3 student group on Campus A, who received “Rally to Read” services, with the progress of a Tier 3 student group in a nearby school, Campus B, who did not receive “Rally to Read” services, during the 2008-2009 school year.

The Tier 3 student groups in these two schools were compared based on achievement on the Imagination Station (I-station) progress monitoring program. Comprehension and fluency scores from the I-station program were the primary methods of gauging Tier 3 progress for these two schools. The researcher analyzed and compared I-station usage time and student disciplinary referral averages between these groups. In addition, the teachers who were involved with the “Rally to Read” program provided survey feedback of their perceptions of the program. Their responses were analyzed in five categories: adult program training, program effects on student behavior, program curriculum, adult relationships with students, and overall program effectiveness.

As a whole, the “Rally to Read” program was shown to be a successful Tier 3 intervention on Campus A of this study. Quantitative data demonstrated statistically significant differences for the I-station assessments and I-station usage times. Responses from the adult participants in the “Rally to Read” program supported the “Rally to Read” curriculum, relationship-building elements, program training, and overall program performance. The academic and behavioral accomplishments of the students on Campus A also spoke to the validity and reliability of the “Rally to Read” program.

Indexing (details)


Subject
Literacy;
Reading instruction;
Curriculum development
Classification
0535: Literacy
0535: Reading instruction
0727: Curriculum development
Identifier / keyword
Education; Interventions; Rally to Read; Reading; Response to Intervention
Title
Effects of the implementation of the “Rally to Read” program: A Tier 3 approach within the Response to Intervention process
Author
Bott, Kevin Matthew
Number of pages
157
Publication year
2010
Degree date
2010
School code
0014
Source
DAI-A 71/06, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9781124029801
Advisor
Conaway, Betty
Committee member
Browning, Larry; Schwarz, Gretchen; Talbert, Tony; Whipple, Kathy
University/institution
Baylor University
Department
Education
University location
United States -- Texas
Degree
Ed.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3407771
ProQuest document ID
522158721
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/522158721
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