Stephanie Al Otaiba|Carol McDonald Connor|Jessica Sidler Folsom|Jeanne Wanzek|Luana Greulich|Christopher Schatschneider|Richard K. Wagner
To Wait in Tier 1 or Intervene Immediately
Southern Methodist University|Arizona State University|Florida State University|Florida State University|Andrews University|Andrews University|Florida State University
randomized controlled experiment compared efficacy two responsetointervention rti modelstypical rti dynamic rtiand included 34 firstgrade classrooms n 522 students across 10 socioeconomically culturally diverse schools typical rti designed follow twostage rti decision rules wait assess response tier 1 many districts whereas dynamic rti provided tier 2 tier 3 interventions immediately according students initial screening results interventions identical across conditions except intervention began reading assessments included lettersound word passage reading teacherreported severity reading difficulties intenttotreat analysis based multilevel modeling indicated overall effect favoring dynamic rti condition 36 growth curve analyses demonstrated students dynamic rti showed immediate score advantage effects accumulated across year analyses standard score outcomes confirmed students dynamic condition received tier 2 tier 3 ended study significantly higher reading performances students typical condition implications rti implementation practice future research discussed