This study uses a theoretical framework, the Transtheoretical Model (TTM), to explore school psychologists' readiness to implement Response to Intervention. Measures related to school psychologists' decision making process about implementing RTI were developed based on the TTM. The measures included Stage of Change (readiness to implement RTI), Decisional Balance (pros and cons of implementing RTI), and Situational Self-Efficacy (Confidence to implement RTI). A previously developed Reading Research Knowledge scale was also included. Information was gathered about training and practice as well. Two hundred fifty-six school psychologists completed the survey. Results indicated that school psychologists implementing RTI were more confident about adopting RTI practices and their perceptions of the pros of RTI implementation out weighed the cons. Perceived advantages and disadvantages were identified. Knowledge of reading research did not increase in relation to readiness for RTI implementation. Results indicate that graduate training in reading remains limited and more than half of school psychologists felt that their graduate program did not provide adequate training. Questions remain about the adequacy of school psychologists' training in reading and their ability to implement RTI effectively. Implications of the findings for practice, training, and future research are discussed.
