Response-to-intervention research to improve learning from text in late elementary education. Stimulating text-learning strategy use, text comprehension, and knowledge acquisition through differentiated mind map interventions.

The proposed research entails the implementation of a response-to-intervention model in late elementary education. Here, a multi-tiered mind map intervention is provided to improve textlearning strategy use, text comprehension, and knowledge acquisition through three levels of support: i.e., whole-class instruction, small group instruction, and one-on-one coaching. The research includes instrument development, quasi-experimental repeated measures designs and single-subject designs.