Strategies for Reading Intervention in a ThreeTier Model: Overview

1
Strategies for Reading Intervention in a
Three-Tier Model Overview

• Carolyn A. Denton, Ph.D.
• Vaughn Gross Center for Reading and Language Arts
  at the University of Texas

2
Three-Tier Reading Models

• School-wide instructional frameworks for
  preventing reading difficulties (NOT a program)
• A response-to-instruction (RTI) model
• Use scientific research-based core, supplemental,
  and intervention reading programs
• Use assessment data to drive differentiated
  instruction for all students
• Identify struggling students and provide the
  additional instruction/intervention support they
  need
• Provide professional development to enhance
  teachers knowledge and skills in preventing and
  remediating reading difficulties

3
Tier I Core classroom reading instruction that
all students receive, assessment of student
progress at least three times per year, and
ongoing professional development Tier II
Intervention (additional reading instruction) and
frequent progress monitoring (e.g., every 2
weeks) that struggling readers receive Tier
III More intensive intervention and frequent
progress monitoring (every 1-2 weeks) that
students with serious reading difficulties
receive after not making adequate progress in
Tiers I and II
The Three Tiers
4
Key Elements of Tier I Reading Instruction

• High-quality core classroom reading instruction
  that focuses on the grade-specific essential
  reading components (based on SBRR)
• Systematic assessment of ALL students three times
  per year
• Ongoing professional development to provide
  teachers with the necessary tools to ensure every
  student receives high-quality reading instruction

5
Quality Core Reading Instruction

• Teach the essentials
• Explicit instruction
• Systematic instruction
• Differentiated instruction
• Key role of assessment
• Instructional adaptations
• No excuses

6

Tier I Reading Instruction

• Incorporates the five essential components of
  effective reading instruction

K 1 2 3 Phonemic Awareness v v Phonics v
v v v Fluency v v v Vocabulary v v v v Com
prehension v v v v
If Needed
National Reading Panel, 2000
7
Instruction for Struggling Readers

• Teach the essentials
• Explicit instruction
• Systematic instruction
• Differentiated instruction
• Key role of assessment
• Instructional adaptations
• No excuses

8
Explicit Instruction

• Overtly teaching each step through teacher
  modeling and many examples
• Most children do NOT learn to read or spell
  naturally but instead learn from instruction

9
Explicit Instruction

• Purposeful planning
• Model/explain clearly
• Reteach and clarify
• Guided and monitored independent practice
• Scaffolding, corrective feedback, praise
• High rate of successful and accurate responses

10
The Importance of Practice

• Provide lots of opportunities for practice.
• Students need extended practice over time.
• What is practiced becomes a habit.

Feedback is essential! Dont allow students to
practice their mistakes!
11
Systematic Instruction

• Dividing lessons and activities into sequential,
  manageable steps that progress from simple to
  more complex concepts and skills

12
Quality Core Reading Instruction

• Teach the essentials
• Explicit instruction
• Systematic instruction
• Differentiated instruction
• Key role of assessment
• Instructional adaptations
• No excuses

13
3-Tier Instruction Differentiated Instruction

• Differentiated instruction IS NOT
• Using only whole class instruction
• Using small groups that never change
• Using the same reading text with all
  students
• Using the same independent seatwork
  assignments for the entire class

14
3-Tier Instruction Differentiated Instruction

• Differentiated instruction IS
• Using assessment data to plan instruction and
  group students
• Teaching targeted small groups
• Using flexible grouping (changing group
  membership based on student needs)
• Matching instructional materials to student
  ability
• Tailoring instruction to address student needs

15
Quality Core Reading Instruction

• Teach the essentials
• Explicit instruction
• Systematic instruction
• Differentiated instruction
• Key role of assessment
• Instructional adaptations
• No excuses

16
Assessment in Tier 1

• Involves the assessment of ALL students three
  times per year (at the beginning, middle, and
  end) to
• Guide instructional decision-making
• Monitor student progress
• Identify struggling students who need
  intervention

17
Targeted Instruction

• Meet students where they are
• Go from the known to the unknown
• Assessments guide instructional decisions
• Teach them what they need to learn

18
Youre Teaching, but Are They Learning?

• Dont just cover critical content, teach it to
  mastery.
• When confusion is built on confusion, the result
  is a mess!
• Reteach as needed.
• Practice, practice practice!
• Monitor progress.
• Some students need more time to master critical
  content

19
Quality Core Reading Instruction

• Teach the essentials
• Explicit instruction
• Systematic instruction
• Differentiated instruction
• Key role of assessment
• Instructional adaptations
• No excuses

20

Instructional Adaptations

• Monitor students understanding and mastery of
  targeted objectives
• Scaffold instruction to provide the support
  students needDONT WAIT
• Make adaptations to Tier I lessons

21
Adaptation Categories
Lessons used to teach and reinforce skills and
concepts
Skills and concepts that are the focus of
teaching and learning
Instructional Content IC
Instructional Activity IA
Materials that are used to teach and reinforce
skills and concepts
Procedures and routines used to teach
instructional activities
Delivery of Instruction DI
Materials M
University of Texas Center for Reading and
Language Arts, 2003
22
Making Adaptations A Tier I Example

• After a Tier I whole class phonemic awareness
  lesson Mr. Yeng concluded that 20 students
  benefited from the instruction, but five were
  having difficulty

University of Texas Center for Reading and
Language Arts, 2003
23
Making Adaptations (cont.)

• During Tier I small group instruction, Mr. Yeng
  adapted the delivery of instruction in the
  initial lesson for the five struggling students
  to help them master the instructional objective
  (more explicit, more feedback, more practice)
• But, despite this adaptation, two students still
  had difficulty

University of Texas Center for Reading and
Language Arts, 2003
24
Making Adaptations (cont.)

• Mr. Yeng decided to try a different lesson that
  targeted the same objective with the two
  struggling students, rather than continuing the
  approach
• After the new lesson was presented, the two
  struggling students successfully achieved the
  objective of the initial Tier I lesson

University of Texas Center for Reading and
Language Arts, 2003
25
Summary of Tier I Adaptations

• Because Mr. Yeng monitored his students
  understanding of the targeted instructional
  objective and made adaptations to scaffold his
  instruction, all 25 students mastered the
  objective

Tier I Adapted Initial Lesson
Tier I New Lesson
Tier I Initial Lesson
100
Addresses the Same Instructional Objective
University of Texas Center for Reading and
Language Arts, 2003
26
Quality Core Reading Instruction

• Teach the essentials
• Explicit instruction
• Systematic instruction
• Differentiated instruction
• Roles of assessment
• Instructional adaptations
• No excuses

27
Believe in the Student

• Expectations are powerful.
• Verbal and nonverbal communication.
• Set ambitious, but reasonable, objectives.
• Adapt instruction to meet student needs.
• Problem-solve with colleagues.

Not my kids or your kids, but OUR KIDS
28

• Partner Activity
• Features of Effective Tier 1 Lessons

29

• Even with high-quality, differentiated, core
  classroom reading instruction, there will be some
  students who require supplemental instruction of
  greater intensity.

30

High-Quality Tier II Intervention

• Targets struggling learners
• Includes additional, targeted instruction
• Involves frequent progress monitoring
• Uses assessment data to inform instruction

31

• Effective interventions for students with more or
  less severe difficulties have generally the same
  characteristics (although intensity and duration
  will vary).
• Systematic, Explicit, Targeted Instruction

32
How does Tier II reading instruction differ from
Tier I reading instruction?

• Tier II instruction is MORE explicit, systematic,
  intensive, and supportive, with struggling
  learners receiving MORE instructional time than
  just regular Tier I classroom reading instruction
• Tier II instruction often focuses on phonological
  awareness, phonics, and fluency in the early
  grades.
• Tier II is conducted with small same-ability
  groups of 3 to 5 students within or outside the
  classroom setting
• Tier II instruction involves frequent progress
  monitoring (every 2 weeks) to track student
  progress and inform instruction

33
Features of Effective Tier II Lessons

• Provide explicit and systematic instruction
• Model with many examples
• Break activities/tasks into small, manageable
  steps
• Pace instruction to match students learning
  needs
• Scaffold instruction
• Include many practice opportunities (guided and
  independent)
• Maximize opportunities for students to
  participate and respond
• Provide corrective and appropriate positive
  feedback
• Check for understanding

34

• Carolyn A. Denton, Ph.D.
• Vaughn Gross Center for Reading and Language Arts
  at the University of Texas at Austin
• http//www.texasreading.org/