Content area teacher self-reported literacy instruction to support tier 1 in RTI/MTSS

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Authors
Evinger, Ahnya
Advisor
Jefferson, Ruth
Issue Date
2022-05
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Thesis (D. Ed.)
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Abstract

Reading deficits at the secondary level may be addressed using the Response to Intervention (RtI) framework for the delivery of instruction and interventions in a tiered approach. This study examined the current reading instructional practices employed by content area teachers in high school classrooms in Tier 1 of RtI in southeastern Indiana. The study used a survey design method in which teachers self-reported characteristics and instructional practices. Descriptive statistics were used to determine what instructional practices were employed in classrooms. Multiple regression analyses were conducted to determine the influence of teacher characteristics on the instructional practices used by in content area classrooms. Data suggested that reading instructional practices are underemployed in high school classrooms; teacher characteristics were significant predictors of instructional practices used.