Date of Conferral

7-26-2024

Date of Award

July 2024

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Suzanne O'Neill

Abstract

General education teachers are directly responsible for implementing the Response to Intervention (RTI) process to close achievement gaps for their struggling readers. The problem in this study was the experiences of K-3 teachers with inconsistent implementation of RTI to support struggling readers at a southeastern school. When the RTI process is not implemented consistently, results can adversely affect closing achievement gaps of struggling readers. The purpose of this basic qualitative study was to explore K-3 teachers’ experiences with inconsistent implementation of the RTI process for struggling readers in a southeastern school. This study was based on Ely’s conditions of change framework. The research question was developed to explore environmental conditions associated with implementing the RTI process consistently in this setting. A sample of eight K-3 general education teachers with prior RTI implementation experience was selected purposefully to participate in individual semi-structured interviews. Data were analyzed thematically using a priori and open coding. Data analysis revealed participants needed support to increase their knowledge about implementing the tier support system, additional time to plan, prepare, enter, and analyze data for struggling students, additional resources and professional development related to RTI, and managing student absenteeism. The study can influence social change in terms of closing reading achievement gaps of struggling readers in order to ensure K-3 teachers gain explicit knowledge of consistent implementation of the RTI process as well as gaps between RTI implementation policy and practice.

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