Date of Award

2022

Document Type

Dissertation

Degree Name

Education (Ph.D)

Department

Education Specialties

First Advisor

Stephen Kotok

Second Advisor

Anthony Annunziato

Third Advisor

Seokhee Cho

Abstract

The purpose of this study was to determine the effectiveness of a large, suburban school district’s RTI interventions services in raising student achievement on i-Ready Reading exams over a three-year period. This study determined the effectiveness of RTI services on the i-Ready reading scores of a selection of 135 students at a large, suburban high school. In order to qualify for the study, the students must have received RTI services and sat for the i-Ready exam in each of the three years included in the study. The study analyzed the participants’ i-Ready scores over a three-year period from the 2017-2018 school year to the 2019-2020 school year. The results provide researchers, school administrators, and other school personnel insight into what RTI model would best support student-reading achievement.

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