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Date of Award

Spring 2025

Document Type

Doctoral Dissertation

Department or Program Affiliation

Woodring College of Education Leadership

Degree Name

Doctorate of Education

Department

Education Leadership and Inclusive Teaching

First Advisor

Larsen, Donald

Second Advisor

Robertson, Wayne Thomas

Third Advisor

Reyes, Susana (Professor of education)

Abstract

This qualitative case study explores the perceived effectiveness of a Multi-Tiered System of Supports (MTSS) Tier 2 reading intervention program within a specific middle school setting. Through in-depth interviews with educators (administrators and general education teachers) and targeted deidentified student data, this research aims to understand the implementation, impact, and perceived value of the Tier 2 intervention model. The study investigates the strategies employed, the fidelity of implementation, and the perceived changes in students' reading skills, engagement, and confidence. Furthermore, it examines the collaborative processes among staff and the perceived alignment of the intervention within the broader MTSS framework. By employing thematic analysis of the collected data, this study seeks to provide insights into the strengths, challenges, and areas for improvement of the Tier 2 reading intervention, ultimately contributing to a deeper understanding of how MTSS can effectively support struggling readers in the middle school context. The findings offer practical implications for educators and administrators seeking to optimize their MTSS framework and enhance reading outcomes for their students.

Type

Text

Keywords

MTSS, Reading, Tier 2, Intervention, Comprehension

Publisher

Western Washington University

OCLC Number

1522510725

Subject – LCSH

Multi-tiered systems of support (Education); Reading (Middle school); Reading comprehension--Study and teaching (Middle school)

Format

application/pdf

Genre/Form

doctoral dissertations

Language

English

Rights

Copying of this document in whole or in part is allowable only for scholarly purposes. It is understood, however, that any copying or publication of this document for commercial purposes, or for financial gain, shall not be allowed without the author’s written permission.

Rights Statement

http://rightsstatements.org/vocab/UND/1.0/

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