Research indicates that reading fluently is the key to success: academically, economically, socially, as well as to a healthier lifestyle (Forrest, 2018; Wanzek et al., 2018). While research has shown that Response to Intervention (RTI) is a positive instructional program that will increase primary students’ academic abilities at grades 1 and 2 (Richards et al., 2007), there is a need for more research regarding RTI with kindergarten students. This quasi-experimental quantitative research study examined if early identification and intensive intervention through the addition of Response to Intervention (RTI) at the kindergarten level will lead to increased reading scores and better grades. Two kindergarten classrooms from a small elementary school in Western Kentucky provided 14 students for the sample. They became the experimental and comparison groups because their September STAR Early Literacy Assessment scores and their first quarter Reading Foundational Skills grades revealed they were struggling to learn how to read. Findings revealed using RTI with both groups of students was statistically significant for their STAR Early Literacy Assessment Scores and Reading Foundational Skills grades. Discussion includes the study’s relation to P-20 goals and suggestions for future research.
Year manuscript completed
Year degree awarded
Keywords: P-20 education, early intervention, early identification, evaluation, struggling readers, kindergarten, developmental delay, Response to Intervention (RTI), STAR Early Literacy Assessment, specially designed instruction (SDI)
Dissertation Committee Chair
Co-Director of Dissertation
Randal H. Wilson
Rebecca R. Dunning
Jennifer M. Ashley
Milby, Cara, "THE EFFECTS OF EARLY IDENTIFICATION AND INTERVENTION ON READING SCORES AT THE KINDERGARTEN LEVEL" (2023). Murray State Theses and Dissertations. 303.
Adult and Continuing Education Commons, Disability and Equity in Education Commons, Early Childhood Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Elementary Education Commons