Identifying students at risk of dyslexia through the RTI process
Person, Chandria T'keyah
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Response to Intervention (RTI) is commonly used to identify kindergarten through second grade students who are not meeting grade level standards in reading; however, the process by which RTI is implemented varies considerably across districts and schools within the state of Georgia. The purpose of this study was to identify which early literacy measures are most commonly administered in schools, and whether data collected from these measures are used to place students in Tier 2. A written survey was used to gather information about the use of assessment instruments and data about children’s reading skills in Georgia schools. Survey results showed that although at each grade level, the measures known to be the most predictive of dyslexia (e.g., letter-naming fluency, sound awareness, phoneme-grapheme matching, nonsense word fluency) were most frequently reported as being administered at least twice a year, the data collected are only being considered in the Tier 2 decision-making process half of the time, or less. Findings from this survey suggest that schools in Georgia can bypass cost and time barriers by using the results of assessments that are already being used to help identify students who are most at risk of dyslexia.