Access to a responsiveness to intervention model: does beginning intervention in kindergarten matter?

Area of Science:

• Education
• Developmental Psychology
• Learning Disabilities

Background:

• Response to Intervention (RtI) is a multi-tier approach to identify and support students with learning and behavioral needs.
• Early intervention is crucial for academic success, particularly in foundational reading skills.
• The impact of RtI timing on long-term reading achievement and special education placement requires further investigation.

Purpose of the Study:

• To evaluate the effects of initiating RtI in kindergarten versus first grade on reading achievement by the end of second grade.
• To determine the influence of RtI access on special education placement rates.
• To examine differential effects of RtI based on English language learner (ELL) status.

Main Methods:

• A quasi-experimental design comparing students receiving Tier 2 intervention in kindergarten or first grade with control groups (average readers and historical poor readers).
• Longitudinal data collection on reading achievement and special education placement through the end of second grade.
• Statistical analysis to assess the impact of RtI timing and ELL status on outcomes.

Main Results:

• Access to RtI in kindergarten showed significant positive effects on reading achievement in first grade (average effect size 0.48), with benefits persisting through second grade for English language learners (ELLs).
• Students with RtI access demonstrated significantly higher overall reading achievement by the end of second grade compared to historical controls, irrespective of ELL status.
• No significant differences in special education placement were observed, though a higher proportion of students with learning disabilities in the RtI group had poor reading scores post-intervention.

Conclusions:

• Initiating RtI in kindergarten offers a significant advantage for early reading development, particularly for ELLs.
• RtI models appear effective in improving reading outcomes compared to no intervention, without increasing special education referrals.
• Further research is needed to understand the characteristics of students with learning disabilities who continue to struggle despite RtI participation.