A study of a response to intervention model for urban sixth‐grade: Analyzing reading, language, and learning differences in Tier 1 and Tier 2

The implementation of evidence-based intensive reading instruction was compared with the implementation of traditional 6 grade instruction. Participants in the research were 56, 6 grade students who scored "Far Below Basic" or "Below Basic" on the 2006 - 2007 English Language Arts (ELA) California Standards Test (CST) and who scored at 3 25 different languages are spoken at the school site used in this research, and nearly all of the students are culturally and linguistically diverse (CLD). The sample included 61% Latinos, 30% African American, and 9% Indochinese. Of which, 86% were English Learners (ELs) and 20% of students had specific learning disabilities (SLD). The control group (n= 28) was provided with 6 grade traditional classroom instruction only, with no additional assistance. The intervention group (n= 28) received approximately 30 hours of intense reading instruction in 1:3 teacher - student homogeneous groups. cont.