Date Approved
12-7-2018
Embargo Period
12-9-2020
Document Type
Dissertation
Degree Name
Ed.D. Doctor of Education
Department
Educational Services & Leadership
College
College of Education
First Advisor
Wassell, Beth A.
Second Advisor
Michener, Catherine
Third Advisor
Morettini, Brie
Subject(s)
Response to intervention (Learning disabled children); Language arts--Remedial teaching
Disciplines
Elementary Education | Language and Literacy Education
Abstract
The purpose of this qualitative study was to determine if Argryis and Schon's (1974) Theory-of-Action framework could be used as a viable professional development tool to improve teachers' professional practices when providing Tier II literacy interventions within the context of a Response to Intervention (RTI) program in an elementary school. This multicase study sought to understand more deeply the espoused beliefs and theories-in-use of four elementary literacy interventionists' when delivering intensive literacy interventions to students not reading on grade level within the context of the RTI program by using semi-structured interviews, collection of student work, and classroom observations. Discrepancies were found between the interventionists' espoused theories and theories-in-use, therefore, confirming the need for educators to explore alignment between their two theories as a powerful tool for reflection and dialogue. This study contributes to the literature by presenting a description of belief systems and practices, along with identifying barriers potentially affecting implementation of RTI that can be used to implement positive system-wide change.
Recommended Citation
Sannino, Corinne M., "Helping children overcome reading difficulties using Response to Intervention" (2018). Theses and Dissertations. 2623.
https://rdw.rowan.edu/etd/2623
