Date of Submission
2021
Degree Type
Dissertation
Degree Name
Doctor of Psychology (PsyD)
Department
Psychology
Department Chair
Jessica Glass Kendorski, PhD, NCSP, BCBA-D
First Advisor
George McCloskey, PhD
Second Advisor
Lori Lennon, PhD
Third Advisor
Terri Erbacher, PhD
Fourth Advisor
Robert DiTomasso, PhD, ABPP
Abstract
Public-school districts nationwide are utilizing student progress toward proficiency on state-wide achievement assessments as their means of monitoring student achievement. Of late, the three-tiered system of reading instruction and intervention (RtII) has shown the most promise to increase reading proficiency levels schoolwide. However, little research exists to support the use of the MAP reading probe within an RtII framework for advancing reading achievement. This study provides a statistical analysis of the use of MAP as a predictor of reading performance on statewide assessments in a suburban K-5 elementary school currently utilizing RtII as a means of advancing student achievement in reading. The study results showed that the use of the MAP reading assessment throughout the school year proved to be an accurate predictor of reading progress in all three tiers of the school’s RTI system, as well as an accurate indicator of student performance on the statewide reading assessment. The implications of these findings, as well as suggestions for future research, also are discussed.
Recommended Citation
Scherr, Richard J. Jr, "The Map Reading Probe’s Effectiveness in Predicting Performance Within an RtIISystem" (2021). PCOM Psychology Dissertations. 561.
https://digitalcommons.pcom.edu/psychology_dissertations/561