Building Tier 3 Intervention for Long‐Term Slow Growers in Grades 3–4: A Pilot Study. Issue 4 (28th October 2015)

• Record Type: Journal Article
• Authors: Sanchez, Victoria M.; O'Connor, Rollanda E.
• Is Part Of: Learning disabilities research & practice. Volume 30:Issue 4(2015)
• Page Start: 171
• Page End: 181
• Publication Date: 2015-10-28
• Subjects: Learning disabilities -- Periodicals; Apprentissage, Troubles de l' -- Périodiques; 371.9
• DOI: 10.1111/ldrp.12085
• Languages: English
• ISSNs: 0938-8982

Abstract

Abstract : 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.