Date of Award/Publication


Document Type


Degree Name

MS in Special Education



First Supervisor

Susan Schultz


This paper shows the importance for differentiated reading instruction throughout various settings in the Response to Intervention Model. It includes a review of the literature that is current on the topic, and demonstrates possible strategies that can be used within the three tiers of reading intervention services. This paper includes a study that was conducted to monitor the growth that five students made in regard to their reading level over the course of their sixth grade school year. All five students were identified as needing additional reading intervention services, yet only three students received these services. The results of the study show the positive effect that differentiation throughout the RTI model has on students reading interest and reading level.

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