This guide offers five specific recommendations to help educators identify struggling readers and implement evidence-based strategies to promote their reading achievement. Teachers and reading specialists can utilize these strategies to implement RtI and multi-tier intervention methods and frameworks at the classroom or school level. Recommendations cover how to screen students for reading problems, design a multi-tier intervention program, adjust instruction to help struggling readers, and monitor student progress.
1
Screen all students for potential reading problems at the beginning of
the year and again in the middle of the year.
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2
Provide time for differentiated reading instruction for all students based
on assessments of students’ current reading level.
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3
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.
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5
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 (tier 3).
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Use these
data to determine whether students still require intervention. For those
students still making insufficient progress, schoolwide teams should
design a tier 3 intervention plan.
Learn More About This Recommendation (1.2 MB)
Related Resources:
Topics:
Education Levels:
Audience:
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Administrators
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Policymakers
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Researchers
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School Specialist
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Teacher
This practice guide was prepared for the WWC by Mathematica under contract ED-07-CO-0062.
The following research staff contributed to the guide:
Kristin Hallgren, Scott Cody, and Cassie Pickens Jewell.
These videos were prepared by WestEd under the Doing What Works Contract (ED-PEP-11-C-0068).
All videos are based on recommendations from the WWC practice guides and are designed to complement the guides.
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Russell Gersten
(Chair)
Instructional Research Group
Play an interview of Panel Chair, Russell Gersten, and Sharon Vaughn: Evolution of Response to Intervention (7:04 minutes)
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Donald Compton
Vanderbilt University
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Carol M. Connor
Florida State University
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Joseph Dimino
Instructional Research Group
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Lana Santoro
Instructional Research Group
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Sylvia Linan-Thompson
University of Texas, Austin
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W. David Tilly
Heartland Area Education Agency