Assisting Students Struggling with Reading: Response to Intervention and Multi-Tier Intervention in the Primary Grades

Author: Gersten, R., Compton, D., Connor, C. M., Dimino, J., Santoro, L., Linan-Thompson, S. et al.
Publisher: Institute of Education Sciences, U.S. Department of Education
Publication Date: 2009, February
Full text available online at: http://ies.ed.gov/necc/wwc/publications/practiceguides

Abstract (written by WestEd)

Response to Intervention (RTI) has recently gained currency as an intervention technique for struggling students. Each of the five recommendations in this practice guide, designated for use at a particular tier of RTI implementation, includes a brief summary of supporting evidence, instructions on implementation, and a list of possible roadblocks and solutions. All Institute of Education Sciences practice guides judge their recommendations as having either a low, moderate, or strong degree of evidence supporting a causal relationship between the recommendations and the desired outcome. The degrees of evidence are listed following each recommendation.

Beginning of the year

• Screen all students for potential reading problems at the beginning of the year and again in the middle of the year. (Moderate level of evidence)

• Provide time for differentiated reading instruction for all students based on assessments of students' current reading level.(Low level of evidence)

• 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. (Strong level of evidence)
  
• Monitor the progress of tier 2 students at least once a month. (Low level of evidence)

• 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 level of evidence)