Date Approved
8-6-2025
Graduate Degree Type
Project
Degree Name
Education-Literacy Studies: Reading (M.Ed.)
Degree Program
College of Education
First Advisor
Elizabeth Petroelje Stolle, Ph.D.
Academic Year
2024/2025
Abstract
Abstract
This project supports educators in identifying students’ literacy needs and implementing targeted, evidence-based interventions through a user-friendly, data-driven approach grounded in the Response to Intervention (RTI) framework and the Science of Reading. By enabling educators to input and analyze commonly available assessment data, the project aims to make data-informed instruction accessible even to those with limited training in data literacy. A digital tracking tool will monitor individual student progress across key reading domains (phonemic awareness, phonics, fluency, and comprehension), allowing for the creation of flexible, skill-based instructional groups. The project includes an intervention guide with links to research-based activities tailored to specific skill deficits, supporting the delivery of Tier 2 and Tier 3 interventions when students do not respond to high-quality Tier 1 instruction. Weekly or biweekly progress monitoring will inform instructional adjustments in real time, ensuring timely support. Drawing on research by Burns et al. (2024), Vaughn et al. (2009), and others, the project underscores the importance of data-based decision-making (DBDM) in improving reading outcomes and meeting federal mandates. Evaluation will be conducted through student growth data and teacher feedback, with the goal of creating a sustainable, scalable model that enhances reading proficiency across diverse student populations.
ScholarWorks Citation
Uebele, Trisha J., "From Assessment to Action: The Role of Data in Shaping Tiered Literacy Instruction" (2025). Culminating Experience Projects. 651.
https://scholarworks.gvsu.edu/gradprojects/651
