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Efficacy evaluation of a full-scale response to intervention program for enhancing student reading abilities in a Swedish school context
Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.ORCID iD: 0000-0002-1653-6120
Linnaeus University, Faculty of Health and Life Sciences, Department of Psychology.ORCID iD: 0000-0003-2608-6204
2022 (English)In: Reading and writing, ISSN 0922-4777, E-ISSN 1573-0905, Vol. 35, p. 1239-1264Article in journal (Refereed) Published
Sustainable development
SDG 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
Abstract [en]

Reading abilities in Swedish students have declined in recent decades. The current study examined the effectiveness of a full-scale three-tier Response to Intervention (RtI) model designed to improve reading skills in Swedish students. Participants were grade 2 students in a primary school setting. A quasi-experimental between-group design was used to examine treatment effects. The RtI experimental group (n = 11) and comparison group (n = 11) were monitored longitudinally over 2.5 years. The interventions included specialized instruction on decoding and reading comprehension. The comparison group received treatment as usual. After the intervention, the number of students in need of support in the experimental RtI-group was reduced from six to one. Furthermore, decoding and reading comprehension improved in the experimental group relative to the comparison group; however, the results were not significant. The standard deviation in the experimental group was smaller than that in the comparison group for all follow-up measures. The intervention effect was sustained after one and a half year in most of the students who had responded to the intervention. In addition, the participating teachers mostly appreciated the RtI-model. These preliminary findings suggest that the RtI model possibly can enhance reading skills in Swedish students; however, more research is needed. Implications for using the RtI model are discussed.

Place, publisher, year, edition, pages
Springer Nature, 2022. Vol. 35, p. 1239-1264
National Category
Pedagogy
Research subject
Education, Special Education
Identifiers
URN: urn:nbn:se:lnu:diva-108702DOI: 10.1007/s11145-021-10237-3ISI: 000731500400001Scopus ID: 2-s2.0-85121507917Local ID: 2021OAI: oai:DiVA.org:lnu-108702DiVA, id: diva2:1621971
Funder
Swedish Research Council, VR UV Dnr 2017-06039Available from: 2021-12-21 Created: 2021-12-21 Last updated: 2022-06-09Bibliographically approved
In thesis
1. Response to Intervention - en specialdidaktisk modell för att förebygga lässvårigheter: Från samlat forskningsläge till tillämpning i svensk skolkontext
Open this publication in new window or tab >>Response to Intervention - en specialdidaktisk modell för att förebygga lässvårigheter: Från samlat forskningsläge till tillämpning i svensk skolkontext
2022 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The Response to Intervention model originated in the United States. The model aims to prevent learning difficulties through early identification and thus early intervention. The goal is that no student should fall behind “No child left behind”. The purpose of the thesis is to investigate how RtI can function as a special didactic model in primary school. It seeks to systematically organize early identification and early intervention regarding students' reading development and thereby counteract reading difficulties. The thesis first study is a meta-analysis that examines the effects of tier 2 interventions on primary school students' word decoding development. A small to moderate effect was found g = .31. The second study examined the effects of RtI when identifying and intervening students in need of support in their reading development. The study was conducted as a quasi-experiment with grade 2 students (n = 11 + 11). The results showed effect sizes between g = .49 - 1.00 on word decoding and reading comprehension, however, the results were not significant. The teachers' perception of the model was also compiled. They found that RtI worked very well as the students received support and the teachers were given the opportunity to collaborate. They did however also find that the RtI model was inflexible and resource-intensive. The third study was longitudinal and followed students' (n = 113) reading development during grade 1 and 2 within RtI. A significant reduction in students in need of support was noted. In comparison with a reference group (n = 759), there were significantly fewer students who performed below the 25th percentile and fewer RtI students who did not maintain their reading ability. The results showed that RtI seems to function as a special didactic model in accordance with "No child left behind". Nevertheless, there are students who have received interventions within the model that do not reach age-appropriate levels. The fourth article discusses the possibilities of combining Response to Intervention and Lesson Study as the models seem to be able to complement each other.

Place, publisher, year, edition, pages
Växjö: Linnaeus University Press, 2022. p. 114
Series
Linnaeus University Dissertations ; 452
Keywords
response to intervention (RtI); multitiered system of support (MTSS); reading; at risk; reading difficulties; primary education
National Category
Didactics
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-113005 (URN)9789189709065 (ISBN)9789189709058 (ISBN)
Public defence
2022-06-17, Weber, Universitetsplatsen 1, Växjö, 13:00 (Swedish)
Opponent
Supervisors
Funder
Swedish Research Council, 2017-06039
Available from: 2022-05-25 Created: 2022-05-21 Last updated: 2024-03-12

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Citation style
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