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Intensifying Reading Instruction for Students Within a Three-Tier Model

This article examines the implementation of a three-tier Response to Intervention (RTI) model for K-3 students using a single, scientifically validated reading program.

  • PreK-12
  • Education Research
  • Kindergarten
  • 1st Grade
  • 2nd Grade
  • 3rd Grade
  • Elementary School
  • Washington
  • Literacy
  • Reading Mastery
  • Corrective Reading
  • ESSA Tier III (Promising)

Description

Article Abstract:

Response to Intervention (RTI) provides a challenge for schools to deliver appropriate and scientifically validated reading instruction to all students through a three-tier model. While many educators recognize the need for a strong core-reading program (Tier 1), interventions for Tier 2 and Tier 3 students remain more difficult to implement. We provide a clear example of how one empirically supported program was implemented within a three-tier model for K-3 students. Our example highlights the efficiency and effectiveness of a standard-protocol approach with problem solving. Effect sizes for K-2 students across the three tiers ranged from .50 to 3.96 on Dynamic Indicators of Basic Early Literacy Skills (DIBELS) measures; effect size improvements on the Scholastic Reading Inventory (SRI) ranged from .72 to 3.37 for third-grade students.

Research Citation:

Marchand-Martella, N.E., Ruby, S.F., & Martella, R.C. (2007). Intensifying reading instruction for students within a three-tier model: Standard-protocol and problem solving approaches within a Response-to-Intervention (RTI) system. TEACHING Exceptional Children Plus, 3(5) Article 2.

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