title: Long Term Effects of First Grade Multi-Tier Intervention.
abstract: The purpose of this study was to compare the long term effects of two first grade RTI models (Dynamic and Typical RTI) on the reading performance of students in second and third grade. Participants included 419 first grade students (352 in second grade and 278 in third grade after attrition). Students were classified based on first grade screeners as at-risk or not at-risk and then based on their response to intervention (no risk [NR], relative easy to remediate [ER] and requiring sustained remediation [SR]). Students in the Dynamic RTI condition had higher reading comprehension scores at the end of third grade. At the end of second grade, ER and SR students had lower reading scores than NR students. At the end of third grade, there were no differences in reading skills between ER and NR students, but SR students had lower scores than NR students. ER students in the Dynamic RTI condition had higher reading scores at the end of second grade than those in the Typical RTI condition. Limitations and directions for future research are discussed.
authors.affiliation: Department of Teaching and Learning Annette Caldwell Simmons School of Education and Human Development Southern Methodist University PO Box 750455 Dallas, TX 75275-0455 214-768-1339 salotaiba@smu.edu.
authors.forename: Stephanie Al
authors.initials: SA
authors.lastname: Otaiba
authors.affiliation: School of Teacher Education Florida Center for Reading Research Stone Building G129 Florida State University Tallahassee, Florida 32306-4459 850-644-0370 ykim@fcrr.org.
authors.forename: Young-Suk
authors.initials: YS
authors.lastname: Kim
authors.affiliation: School of Teacher Education Florida Center for Reading Research Psychology C234U Florida State University 1107 W. Call St. P.O. Box 306-4304 Tallahassee, FL 32306 850-644-9080 jwanzek@fcrr.org.
authors.forename: Jeanne
authors.initials: J
authors.lastname: Wanzek
authors.affiliation: Florida Center for Reading Research 2010 Levy Ave Suite 100 Tallahassee, Florida, 32310 850-645-8963 Ypetscher@fcrr.org ℗
authors.forename: Yaacov
authors.initials: Y
authors.lastname: Petscher
authors.affiliation: Florida Center for Reading Research Department of Psychology, Room A205 Florida State University 1107 West Call Street PO BOX 3064301 Tallahassee, FL 32306-4301 rkwagner@psy.fsu.edu.
authors.forename: Richard K
authors.initials: RK
authors.lastname: Wagner
keywords: Response to intervention; learning disabilities; longitudinal; reading