Date of this Version
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.
Advisor: Guy Trainin