Off-campus UNL users: To download campus access dissertations, please use the following link to log into our proxy server with your NU ID and password. When you are done browsing please remember to return to this page and log out.
Non-UNL users: Please talk to your librarian about requesting this dissertation through interlibrary loan.
A new approach to middle school reading intervention balancing self-determination and achievement
Abstract
While research on Response to Intervention (RTI) has focused almost exclusively on elementary education, an increasing number of middle and high schools are adopting this framework as a way to match student needs with instruction that accelerates academic growth. Without age-appropriate models, curriculum, or interventions, secondary schools often attempt to simply replicate elementary practices with limited success. These attempts typically take a prescriptive approach to reading instruction for struggling below-grade-level readers. However, this self-study examines how one research-practitioner designed, implemented, and modified a middle school Tier II RTI reading course with the goal of improving student self-determination as well as reading achievement. The course fostered self-determination via promoting autonomy, relatedness, and self-competence while using individual literacy stations and small group instruction to grow reading achievement. The study offers a fresh approach to working with struggling middle school readers and highlights the tensions between theory and practice and between teacher control and student autonomy.
Subject Area
Middle School education|Educational psychology|Teacher education|Literacy|Reading instruction
Recommended Citation
Mancini-Marshall, Amanda M, "A new approach to middle school reading intervention balancing self-determination and achievement" (2014). ETD collection for University of Nebraska-Lincoln. AAI3632476.
https://digitalcommons.unl.edu/dissertations/AAI3632476