The Effect of MTSS Implementation and ELL Status on Reading among Sixth Graders

Zhang (Chloe)¹, Jimerson (Shane)¹, Weber (Mihya)^1
1University of California, Santa Barbara

 

Submission type

Poster only

Scheduled

Hallway, 22-07-2016, 16:00 - 17:00

Keywords

Understanding MTSS Implementation Fidelity and Student Achievement

Summary

Evidence has existed to support the power of MTSS in reading, but rare are research focusing on reading in the sixth grade, which is a crucial developmental period in reading comprehension as silent reading starts to emerge and gradually replace oral reading as the superior comprehension mode. Also, there is a need for further analysis on MTSS implementation effects for subgroups, such as English Language Learners.

Using data from an entire elementary school district (N=407), the current study seeks to fill these gaps by evaluating the effect of MTSS implementation fidelity and ELL status on reading among sixth graders.

A two-factor (2 × 3) analysis of variance showed that there was a significant difference between schools with different MTSS implementation fidelity in terms of reading scores, F (2, 401) =5.769, p= .003. The main effect of ELL status fell short of statistical significance, F (1, 401) =3.04, p=.08. Thus, compared to ELL status, MTSS implementation fidelity has more of a significant impact on sixth graders’ reading performances. Further post hoc test indicated students from schools with high MTSS implementation fidelity performed better in the standardized reading test.

 

 

 

 

 

 

 

 

 

 

   

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