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¶

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

Subclaims¶

q3 i? Among students initially eligible for Tier 3, immediate Tier 3 placement in Dynamic RTI yielded higher Brief Reading scores than waiting until the beginning of Session 3 in Typical RTI. → 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 · i? · causal · r2

Subgroup contrast reported in the Findings section and illustrated in Figure 1 (growth curve analysis). The article reports the direction of the difference but prints no effect size or test statistic for it.

"students initially eligible for Tier 3 had the weakest scores over the school year, but students initially eligible for Tier 3 who received the Tier 3 intervention immediately because they were in Dynamic RTI achieved higher Brief Reading scores compared to Tier 3 students in Typical RTI who had to wait until the beginning of Session 3 (see Figure 1)."

Discussion¶

Related Claims¶

• 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 — a broader claim this one bears on
• 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 — related