Abstract
This pilot study was an explanatory mixed-methods design to examine whether teachers changed instructional practices after adopting a new curriculum material to support the response to intervention (RTI) framework. In coordination with one rural school district which had implemented instructional intervention practices, the researcher observed classroom implementation of phonics intervention instruction in K–3 classrooms in four different elementary buildings. Teachers took a survey around professional development and instructional practices. Existing student data were used to answer the following research question: Do teachers’ instructional practices support the RTI framework after adopting new materials to support literacy interventions?
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