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RESPONSE TO INTERVENTION: INCORPORATING PROBLEM VALIDATION AND INCREASING INTENSITY DESIGNS INTO INTERVENTIONS FOR ORAL READING FLUENCY

Geer, Meghan Lynn

Abstract Details

2008, Specialist in Education, Miami University, Educational Psychology.
Identifying interventions for improving reading achievement is critical as the Response to Intervention (RTI) model poses a new means of delivering services by identifying at-risk students, delivering interventions, and evaluating the effectiveness of the interventions. The current study focused on the use of a problem validation model for identifying an academic problem and using single-case, increasing intensity designs to create an RTI model for evaluating oral reading fluency difficulties. Four elementary school students were identified with oral reading fluency deficits through problem validation screening. The effects of different treatment conditions were examined using brief experimental analysis, and intervention packages were created for each student. Treatment progress was monitored weekly using oral reading fluency curriculum-based measurements as well as school-wide CBM benchmarking. Summary statistics and growth rates were utilized to analyze intervention effectiveness. Results indicated that two of the four students' growth rates exceeded that of classroom peers. Strengths and limitations of the interventions as well as future research is discussed.
Katherine Wickstrom, PhD (Advisor)
W. Thomas Southern, PhD (Committee Member)
Kevin Jones, PhD (Committee Member)
Paula Saine, PhD (Committee Member)
75 p.

Recommended Citations

Citations

  • Geer, M. L. (2008). RESPONSE TO INTERVENTION: INCORPORATING PROBLEM VALIDATION AND INCREASING INTENSITY DESIGNS INTO INTERVENTIONS FOR ORAL READING FLUENCY [Doctoral dissertation, Miami University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=miami1217691358

    APA Style (7th edition)

  • Geer, Meghan. RESPONSE TO INTERVENTION: INCORPORATING PROBLEM VALIDATION AND INCREASING INTENSITY DESIGNS INTO INTERVENTIONS FOR ORAL READING FLUENCY. 2008. Miami University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=miami1217691358.

    MLA Style (8th edition)

  • Geer, Meghan. "RESPONSE TO INTERVENTION: INCORPORATING PROBLEM VALIDATION AND INCREASING INTENSITY DESIGNS INTO INTERVENTIONS FOR ORAL READING FLUENCY." Doctoral dissertation, Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=miami1217691358

    Chicago Manual of Style (17th edition)