School of Education


Doctor of Education (EdD)


Connie McDonald


Differentiated Reading Instruction, Elementary School, Reading, Response to Intervention, STAR Enterprise Reading


Curriculum and Instruction | Education | Educational Assessment, Evaluation, and Research | Educational Methods | Elementary Education and Teaching


This research study investigated the effects of teaching Response to Intervention curricula in second and third grades in a rural school district in Georgia. A causal-comparative design was used to compare scaled score gains of students who were taught using an RTI approach with curriculum available in How to Plan Differentiated Reading Instruction: Resources for Grades K-3 (Walpole & McKenna, 2009) and students who were taught with other unidentified RTI curricula. Students in both groups participated in either Tier 2 or Tier 3 reading instruction in addition to Tier 1 regular classroom instruction. The STAR Enterprise Reading Test served as the assessment instrument. An ANCOVA was employed for data analysis, statistically controlling for pretest scores. Second-grade students in the treatment group had statistically significant lower scaled scores than second-grade students in the control group. There were no statistically significant differences found between the treatment and control groups in third grade. Limitations and implications are considered with several suggestions for further research.