School of Education


Doctor of Education in Educational Leadership (EdD)


Constance Pearson


Differentiated Reading Instruction, RTI, DIBELS, Kindergarten, Decoding, Phonics


Curriculum and Instruction | Education | Educational Leadership


This study investigated the effects of teaching prescriptive and teacher-guided decoding lessons to kindergarten students in need of Tier 2 interventions in the Georgia Response to Intervention protocol based on DIBELS curriculum-based measurements. A causal-comparative design was used to examine spring 2018 DIBELS benchmarks scores of kindergarten students in a large rural school district in northwest Georgia. Students in the treatment group received Tier 2 intervention following a newer curricula termed Differentiated Reading Instruction (DRI) from the manual How to Plan Differentiated Reading Instruction (2017). Students in the control group received a similar commercially-based intervention. The curriculum-based measurement, DIBELS, served as the assessment for the research study. A one-way MANOVA was initiated to analyze archival data from spring 2018 DIBELS benchmark scores. The analysis indicated that there was not a statistically significant difference between the scores of the students in the linear combination of the dependent variables based on the scores of students who participated in the treatment compared to the control group. Therefore, the researcher failed to reject the null hypothesis. Limitations, implications, and further suggestions for research are considered.