Literacy interventions are crucial in addressing educational disparities and providing equitable opportunities for students. However, implementing small-group interventions can be challenging for teachers in high-needs schools, leading to frustration and overwhelm. To address this issue, a case study was conducted in a K-8 charter school located in the Southern United States. The school has a high percentage of students with disabilities, minorities, and from low-income families. This qualitative study examines how effective teachers utilized targeted interventions to improve outcomes for students with reading difficulties.
The research questions guiding this study delve into the experiences, perspectives, and practices of effective teachers by exploring strategies they employ when implementing literacy interventions for Tier 2 students and how they create a supportive and inclusive learning environment. Specifically, what are the educational experiences, practices, and perspectives of teachers toward implementing RTI Tier 2 interventions?
The study employs the theoretical framework of Reflective Learning Theory to explore the research questions. The works of John Dewey, Donald Schon, and Graham Gibbs inspire this framework. The data collected in the study uses interviews, observations, and document analysis. The participants in the study were general education elementary school teachers who had effectively implemented RTI. By collecting data in a natural classroom environment, the study aims to gain detailed insight into their experiences. The study's findings offer valuable insights for educators and administrators who seek to improve literacy development through effective interventions and reflective practices.

Authors:
Earlisha Whitfield, University of Central Florida, United States

About the Presenter(s)
Dr Earlisha Whitfield is a University Assistant Professor/Lecturer at University of Central Florida in United States

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