First graders assigned to Dynamic RTI scored significantly higher on spring reading outcomes than students assigned to Typical RTI, with a moderate effect size of .36¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i2 medium
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Immediate assignment to intervention (Dynamic RTI) produced statistically significantly higher end-of-first-grade reading scores than waiting in Tier 1 for 8 weeks (Typical RTI), with an effect size of .36. → Al Otaiba 2015

Evidence¶

Al Otaiba 2015¶

Al Otaiba, S., Connor, C. M., Folsom, J. S., Wanzek, J., Greulich, L., Schatschneider, C., & Wagner, R. K. (2015). To Wait in Tier 1 or Intervene Immediately: A Randomized Experiment Examining First Grade Response to Intervention (RTI) in Reading. SREE Spring 2015 Conference. https://eric.ed.gov/?id=ED562485

q3 · i2 · causal · r2

Intent-to-treat analysis using hierarchical linear modeling in a randomized experiment with approximately 500 first graders in seven schools, with children nested in classrooms. The unconditional model showed an ICC of .250, and the Dynamic RTI group outperformed Typical RTI with "an effect size of .36".

"Results of the analyses (see Table 1) revealed that students in the Dynamic RTI group had statistically significantly higher Spring Reading scores than did students in Typical RTI, with an effect size of .36"

Discussion¶

Related Claims¶

• Students initially eligible for Tier 2 in Dynamic RTI had significantly higher reading outcomes than Tier 2-eligible students in Typical RTI who had to wait — a narrower finding that bears on this claim
• Students initially eligible for Tier 3 who received Tier 3 intervention immediately achieved higher Brief Reading scores than Tier 3-eligible students who waited until Session 3 — a narrower finding that bears on this claim