Date of Submission
Doctor of Psychology (PsyD)
Jessica Glass Kendorski, PhD, NCSP, BCBA-D
George McCloskey, PhD
Lori Lennon, PhD
Terri Erbacher, PhD
Robert DiTomasso, PhD, ABPP
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.
Scherr, Richard J. Jr, "The Map Reading Probe’s Effectiveness in Predicting Performance Within an RtIISystem" (2021). PCOM Psychology Dissertations. 561.