Reading Specialist's Perceptions and Role in Implementing Response to Intervention

Reading Specialist’s Perceptions and Roles in Implementing Response to Intervention by Twyla Jackson Heindl MA, University of Texas at San Antonio, 2006 MS, Southern Illinois University at Edwardsville, 1998 BS, St. Mary’s University, 1991 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University April 2015 Abstract The roles of reading specialists differ from campus to campus throughout the study site due to varied implementations of Response to Intervention (RTI). To ensure that students were receiving consistent interventions based on their needs, the site needed to examine how and when instructional services were delivered to struggling students, as well as the role of the reading specialist in the process. The purpose of this qualitative case study was to explore the perceptions, experiences, and roles of reading specialists as the RTI framework was implemented at the elementary school level. This study was guided by Vygotsky’s social constructivist learning theory, which holds that understanding is built through interactions, observations, and experiences. The research questions focused on the reading specialists’ understanding of RTI, reading specialists’ roles in RTI, challenges of implementing RTI, and professional development provided on RTI. Data were transcribed, categorized, open coded, and thematically analyzed. Member checks were used to strengthen the trustworthiness of the findings. Results revealed 5 major themes: understanding the RTI process, supporting struggling students, lack of funding and resources, collaboration/communication, and staff development. The findings can contribute to positive social change by leading administrators, instructional support teachers, and reading specialists to an increased understanding of the RTI process, and thereby improving RTI implementation procedures for struggling readers and subsequently increasing student achievement.The roles of reading specialists differ from campus to campus throughout the study site due to varied implementations of Response to Intervention (RTI). To ensure that students were receiving consistent interventions based on their needs, the site needed to examine how and when instructional services were delivered to struggling students, as well as the role of the reading specialist in the process. The purpose of this qualitative case study was to explore the perceptions, experiences, and roles of reading specialists as the RTI framework was implemented at the elementary school level. This study was guided by Vygotsky’s social constructivist learning theory, which holds that understanding is built through interactions, observations, and experiences. The research questions focused on the reading specialists’ understanding of RTI, reading specialists’ roles in RTI, challenges of implementing RTI, and professional development provided on RTI. Data were transcribed, categorized, open coded, and thematically analyzed. Member checks were used to strengthen the trustworthiness of the findings. Results revealed 5 major themes: understanding the RTI process, supporting struggling students, lack of funding and resources, collaboration/communication, and staff development. The findings can contribute to positive social change by leading administrators, instructional support teachers, and reading specialists to an increased understanding of the RTI process, and thereby improving RTI implementation procedures for struggling readers and subsequently increasing student achievement. Reading Specialist’s Perceptions and Role in Implementing Response to Intervention by Twyla Jackson Heindl MA, University of Texas at San Antonio, 2006 MA, Southern Illinois University at Edwardsville, 1998 BS, St. Mary’s University, 1991 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University April 2015 Dedication This dissertation is dedicated to my husband, Patrick, and son, Taylor. Patrick, you have provided me continued support and encouragement throughout this endeavor and for the past 29 years. I love you! Thank you for your patience, belief, and faith in me. Without you, this would not have happened. Hopefully this is the last degree for me! To my son, Taylor, who inspires me every day to do my best and give it my all. I want you to see that a drive for learning and knowledge never ends. I want you to know how important education is and I hope as your mother, I have shown you this. I want you to make all of your dreams come true! Thank you for your patience when Mom was working on this project and could not spend a lot of quality time with you during the weekdays. Thank you for constantly checking in to see what I was doing and telling me “I love you Mom. ” Now, that this goal is over, you are a freshman in college. You now have papers of your own to write! Pat and Taylor, thank you both for believing in me. I love my two favorite guys! Acknowledgments First, thanks to God, the Father, and my provider for bringing me through this challenging and rewarding journey. “For I know the plans I have for you,” declares the LORD, “plans to prosper you and not to harm you, plans to give you hope and a future” (Jeremiah 29:11). This verse has kept me focused at times when this journey has seemed daunting and unattainable. I would like to thank Dr. Amy Hanson, my committee chair, for assisting and guiding me in the completion of this project. I hope she knows how invaluable her comments and feedback have been in leading me to this accomplishment. I also want to thank my second committee member Dr. Mitchell Olson. His supportive comments, advice, and suggestions have kept me focused while traveling down this path. Also, I would like to thank my aunts, uncles, and cousins for the words of encouragement and believing that I would complete this program. Thanks to my fellow doctoral student, Dr. Michele McConnell for her support, edits, suggestions, and advice. Thank you for pushing me forward and staying in contact with me during this oftentimes, lonely process. Additionally, I would like to thank my fellow reading specialists for participating and assisting me in this research. I would like to thank my teacher friends for supporting me through this endeavor and offering the occasional “brain restoration” interventions at our favorite place. What would I have done without you all (y’all)? The next one is on me! “Commit to the Lord whatever you do and your plans will succeed” (Proverbs 16:3).