Date Approved
8-8-2026
Graduate Degree Type
Project
Degree Name
Education-Literacy Studies: Reading (M.Ed.)
Degree Program
College of Education
First Advisor
Dr. Elizabeth Stolle
Academic Year
2025/2026
Abstract
Despite the intent of Response to Intervention (RTI) to support early identification, inconsistent implementation and a lack of objective decision rules can delay the identification and support of students at risk for dyslexia. The purpose of this project was to develop practical, evidence-based resources to support educators in making consistent RTI decisions that promote early identification of students at risk for dyslexia and timely referral for comprehensive evaluation when appropriate. The project was informed by a review of the literature examining dyslexia, early identification, evidence-based intervention, progress monitoring, instructional intensification, and RTI implementation. A series of professional resources was developed for use by kindergarten through second-grade teachers, interventionists, RTI teams, and school leadership. These resources include guidance for recognizing early indicators and risk factors, identifying evidence-based intervention practices, establishing objective decision rules for determining student responsiveness, intensifying reading interventions, and considering referral for comprehensive evaluation. The project is intended to support Michigan school districts as they implement recent dyslexia legislation and evaluate existing RTI procedures. By promoting greater consistency in data-based decision making while maintaining flexibility for local implementation, these resources have the potential to strengthen RTI practices, support earlier identification of students at risk for dyslexia, and improve literacy outcomes.
ScholarWorks Citation
Schout, Christine A., "Strengthening RTI Decision Making for Students At Risk for Dyslexia" (2026). Masters Projects. 722.
https://scholarworks.gvsu.edu/gradprojects/722
