Assisting Students Struggling with Reading: Response to Intervention and Multi-Tier Intervention in the Primary Grades
Gersten, R., Compton, D., et al. (2009).
Washington, D.C.: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education, (Prepared by Mathematica Policy Research under contract ED-07-CO-0062. NCEE 2009-4045), 1-54.
This guideline provides recommendations to educators in implementing effective interventions via multi-tier interventions, particularly response to intervention, to promote reading achievement in children struggling to read. Though strength of recommendation ratings are provided, the evidence was selected based on expert opinion versus through systematic review of the literature.
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At the tier 3 intervention level, "provide intensive instruction on a daily basis that promotes the development of the various components of reading proficiency to students who show minimal progress after reasonable time in tier 2 small group instruction" (Low Evidence; p. 6).
At the tier 2 intervention level, "provide intensive, systematic instruction on up to three foundational reading skills in small groups to students who score below the benchmark score on universal screening. Typically, these groups meet between three and five times a week, for 20 to 40 minutes" (Strong Evidence; p. 6).
At the tier 1 intervention level, "provide time for differentiated reading instruction for all students based on assessments of students' current reading level" (Low Evidence; p. 6).
"Screen all students for potential reading problems at the beginning of the year and again in the middle of the year. Regularly monitor the progress of students at risk for developing reading disabilities" (Moderate Evidence; p. 6).
"Monitor the progress of tier 2 students at least once a month. Use these data to determine whether students still require intervention. For those students still making insufficient progress, school-wide teams should design a tier 3 intervention plan" (Low Evidence; p. 6).
