Reading and Writing Quarterly recently published a manuscript from the Preventing Reading Difficulties: A Three-Tiered Intervention Model (3-Tier Research) project within MCPER’s Reading Institute. In the paper, First-Grade Student Retention Within a 3-Tier Reading Framework, authors used a response to intervention (RTI) framework to examine the grade-level retention of students in first grade (students who did not advance to second grade). Data suggest that student behavior, oral reading rates, and other individual school variables (as identified by principals) are possible factors contributing to the retention of students.
