ERIC Number: EJ1423822
Record Type: Journal
Publication Date: 2024
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1940-4158
EISSN: EISSN-1940-4166
An Implementation Case Study for the Response to Intervention (RTI) Approach for Oral Language and Reading Instruction in the Early Years of Primary School
Beth Shingles; Cecilia Sinclair; Tessa Weadman; Shiralee Poed; Pamela Snow; Tricia Eadie; Judy Connell; Sharon Goldfeld; Jon Quach
Australian Journal of Learning Difficulties, v29 n1 p97-115 2024
In this paper, we report the initial stages of Response to Intervention (RTI) implementation in one school that participated in the Getting it Right from the Start (GIRFTS) pilot study. Implementation of an RTI framework for oral language and reading was supported by teacher professional learning and a dedicated Implementation Support Partner (ISP). Participants were interviewed to explore their perceptions of the change process and identify barriers and enablers to implementation. Thematic analysis was used to identify factors that supported the implementation of RTI, including strategic collegial relationships, teacher motivation, and a desire to achieve consistency of assessment and instruction. The ISP was seen as a crucial coaching role for keeping implementation on track, providing feedback and advice, and helping teachers translate professional learning into their school context. This study highlights some key factors that schools and policy-makers should focus on to promote successful early implementation of RTI approaches.
Descriptors: Response to Intervention, Oral Language, Reading Instruction, Elementary School Students, Teacher Attitudes, Educational Change, Barriers, Program Evaluation, Partnerships in Education, Foreign Countries, Stakeholders, Teacher Motivation
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A