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Elementary teacher's knowledge of response to intervention implementation: a preliminary factor analysis.
Stephanie Al Otaiba1, Kristi Baker2, Patrick Lan3
1Southern Methodist University, Suite 1010, 6116 N. Central Expy., Dallas, TX, 75206, USA. salotaiba@smu.edu.
Annals of Dyslexia
|January 9, 2019
Summary
Teachers need better training on data-based decision-making for Response to Intervention (RTI) to support students with dyslexia. Understanding RTI implementation is key for effective early intervention strategies.
Area of Science:
- Education
- Psychology
- Special Education
Background:
- Many US states utilize Response to Intervention (RTI) or Multi-Tiered Systems of Supports (MTSS) for early intervention.
- Significant variability exists in state and school-level RTI implementation.
- Teachers require strong knowledge of RTI to inform instruction for students at risk for or with dyslexia.
Purpose of the Study:
- To assess teachers' knowledge of RTI implementation within their schools.
- To analyze teachers' understanding of RTI structures and data-based decision-making.
- To identify areas of strength and weakness in teacher knowledge regarding RTI.
Main Methods:
- An exploratory factor analysis was conducted on a 52-item online survey.
- The survey was administered to 139 general and special education teachers.
- Three factors emerged: Teacher Knowledge about Tier 1 Implementation, Leadership and School Systems, and Data-Based Decision Making.
Main Results:
- The survey demonstrated high internal consistency.
- Teachers scored higher on knowledge of Tier 1 Implementation and Leadership/School Systems.
- Teachers scored slightly lower on knowledge of Data-Based Decision Making.
Conclusions:
- Teacher knowledge of RTI implementation varies, with a notable need for improvement in data-based decision-making.
- Findings highlight implications for professional development for teachers supporting students with learning disabilities, including dyslexia.
- Future research should address enhancing teacher understanding of data-driven practices within RTI frameworks.