The Effectiveness of the Leveled Literacy Intervention (LLI) as a Tier 2 Reading Intervention

Abstract

As schools across the country embrace the Response to Intervention (R TI) approach, school districts are left to find interventions for struggling students that are effective and research based. This quantitative study evaluates the effectiveness of Fountas & Pinnell's Leveled Literacy Intervention when used as a tier two intervention with first grade students that struggle in reading. Multiple data points from eight students and two teachers from a period of four months were utilized in this descriptive study. Data was collected through running records and Dynamic Indicators of Basic Early Literacy Skills (DIBELS) assessments. The implications of the research findings are of great importance for school districts searching for effective reading interventions.