Date of Submission


Degree Type


Degree Name

Doctor of Psychology (PsyD)



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


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.