The Effectiveness of Imagine Learning as a Tier Ii Intervention

For students performing below grade level, additional support may be required beyond the general classroom instruction. Response to Intervention is a three-tiered process that enables schools to support students performing below grade level. Individuals that need more support are placed in either Tier II or III for intervention support (McDaniel, Albritton, & Roach, 2013). the Every Student Succeeds Act (ESSA) of 2015 requires that all interventions be evidenced based in order to provide the proper assistance. Each individual school is tasked with finding the most appropriate intervention to support the student population. Imagine Learning is an evidenced-based intervention designed to support student literacy ( www.imaginelearning.com). in this study, Imagine Learning was used as a potential Tier II intervention in the experiment group. the control group consisted of a range of Tier II interventions that excluded Imagine Learning for similarly performing students. a randomized control trial design was used to isolate the impact of Imagine Learning. Results from this study showed that students in the control group achieved a DORA literacy growth of 1.10 during the course of the school year. Students using Imagine Learning experienced a growth of 1.07, which was not statistically significant. All students were divided into high-, medium-, and low-implementation groups, reflecting differences in hours spent using the program. After controlling for demographic factors, the results were only statistically significant in the low-implementation group in favor of the control group. a hierarchical linear model also displayed a statistically significant difference in the low-implementation group in favor of the control group. the results show that students in both the control group and experiment group experienced similar literacy growth. More research should be done on potential Tier II interventions, including Imagine Learning.


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