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
Keywords
Assessment, At-risk Students, Developmentally Appropriate Practice, Literacy
Recommended Citation
Bauer, Megan Elizabeth, "Response to Intervention in the Kindergarten Classroom" (2016). School of Education and Leadership Student Capstone Theses and Dissertations. 4091.
https://digitalcommons.hamline.edu/hse_all/4091