Term

Spring 4-22-2016

Capstone

Thesis

Degree Name

MALED

Primary Advisor/Dissertation Chair

Susan Manikowski

Secondary Advisor/Reader One

Jane Webb

Peer-Reviewer/Reader Two

Amber Steinmeyer

Abstract

The research question addressed in this capstone was, how can kindergarten teachers support the Response to Intervention (RTI) process? It explores the RTI model, procedures for student identification, developmental appropriateness, and ways to collect and use data to support student growth. The action research study documents the results of interventions performed with five students in a kindergarten classroom. The findings demonstrate that early student identification and structured intervention within the classroom can have positive effects on student growth and success.

Research Methodology

Action Research

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