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Response to intervention under the Common core
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Lella, Rachel Donnelly. Response to intervention under the Common core. Retrieved from https://doi.org/doi:10.7282/T3PN97SG

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TitleResponse to intervention under the Common core
NameLella, Rachel Donnelly (author); Morrow, Lesley (chair); Justice, Benjamin (internal member); Sargent, Tanja (internal member); Rutgers University; Graduate School of Education
Date Created2016
Other Date2016-05 (degree)
SubjectTeacher Leadership, Common Core State Standards (Education), Verbal learning
Extent1 online resource (xi, 123 p. : ill.)
DescriptionThe focus of reading comprehension instruction has recently shifted from narrative to informational text as evidenced by the Common Core State Standards. Therefore, educators must be aware of the skills and strategies students use effectively as they comprehend various texts, which research shows can be achieved through think-alouds. Research also shows that explicit reading Response to Intervention (RTI), particularly RTI occurring in addition to rather than in place of classroom instruction, benefits struggling readers. Purpose of the Study. The purpose of this study was to understand the ways third grade readers who are below grade level but not classified expressed their understanding of narrative and informational texts after being exposed to direct instruction on conducting think-aloud. Methods. In this ten-week study, six third grade participants attended an after school reading club where they received direct instruction on conducting think-alouds. The participants’ subsequent use of think-alouds when reading narrative versus informational texts was explored. Pre-test and post-test scores on the DRA2 and QRI-5 reading assessments were analyzed to determine gains by comparing the treatment group to a control group. Results. While the frequency with which participants conducted think-alouds when reading narrative versus informational text was similar, each participant demonstrated understanding and use of think-alouds for both types of text. Participants also increased their reading comprehension scores on the DRA-2 and QRI-5 at a marginally significant rate when compared to the control group. The two strategies most often employed by participants were self-questioning and inferring, respectively, aligning with previous research on comprehension growth (Magliano & Graesser, 1996; Suh, 1989). Conclusions. The assumption gained from this study is that consistent use of think-alouds leads to progress from making basic observations of details towards utilizing skills and strategies in think-alouds. Further, the ability to make more sophisticated think-aloud comments reveals higher comprehension since students are demonstrating the use of skills and strategies to verbalize understanding or lack of understanding of ideas from the text. The results of this study indicate that not only are struggling readers capable of conducting think-alouds, but think-alouds may be beneficial in helping struggling readers increase their comprehension abilities.
NoteEd.D.
NoteIncludes bibliographical references
Noteby Rachel Donnelly Lella
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/T3PN97SG
Languageeng
CollectionGraduate School of Education Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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