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Building Tier 3 Intervention for Long‐Term Slow Growers in Grades 3–4: A Pilot Study
Author(s) -
Sanchez Victoria M.,
O'Connor Rollanda E.
Publication year - 2015
Publication title -
learning disabilities research and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.018
H-Index - 21
eISSN - 1540-5826
pISSN - 0938-8982
DOI - 10.1111/ldrp.12085
Subject(s) - tier 2 network , reading (process) , tier 1 network , response to intervention , intervention (counseling) , term (time) , psychology , psychological intervention , learning disability , special education , identification (biology) , mathematics education , computer science , developmental psychology , linguistics , psychiatry , world wide web , telecommunications , philosophy , physics , the internet , botany , quantum mechanics , biology
Tier 3 interventions are necessary for improving the reading performance of students who fail to respond adequately to Tier 1 general education instruction and Tier 2 supplemental reading intervention. In this pilot study, we identified 8 students in 3rd and 4th grade who had demonstrated slow response to Tier 2 reading interventions for three years. Students participated in a researcher‐developed Tier 3 intervention for 8 weeks that focused on skill development in word analysis, word identification, and reading rate. In the 6 months prior to Tier 3, students were making minimal growth in reading; however, during Tier 3, the 8 students demonstrated strong growth on measures of word identification and reading rate. Although results are promising for poor readers who are difficult to remediate, several aspects of the Tier 3 intervention need further testing.
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