3-Tier Reading Model: Reducing Reading Difficulties for Kindergarten through Third Grade Students

1
3-Tier Reading ModelReducing Reading
Difficulties for Kindergarten through Third Grade
Students
Sharon Vaughn
2
Purpose of 3-Tier Reading Model The 3-Tier
Reading Model is designed to meet the
instructional needs of all young readers,
including those who are slow starters in
kindergarten and those who continue to struggle
in the early elementary grades. The 3-Tier
Reading Model is a prevention model that is aimed
at catching students early before they fall
behind and providing the supports they need
throughout the first four years of schooling.
3
What Consists of 3-Tier Reading Model?
Tier I Core Classroom Instruction Tier II
Supplemental Instruction Tier III Instruction
for Intensive Intervention
4
Movement through the 3 Tiers

Primary Intervention
5
Why Use the 3-Tier Reading Model?
3-Tier Reading Model provides intensive early
intervention for students most at-risk for
reading difficulty, and therefore holds promise
for reducing overall reading problems. The
3-Tier Reading Model emphasizes early
identification of students in need of
help supplemental instruction to prevent or
alleviate reading difficulties serving students
who require occasional additional instruction as
well as students who require long-term
support assessing students on an ongoing basis,
throughout the year providing an avenue of
supplemental instruction for students who do not
require special education services but who
consistently fall behind

6
Why use the 3-Tier Reading Model? (Cont.)
Also, the 3-Tier Reading Model is composed of
elements that are grounded in research on
effective practices. Considerable research
supports the importance of reading instruction
that is systematic and explicit in the following
areas phonemic awareness phonics and word
study vocabulary fluency comprehension

7
Critical Elements of Effective Reading
Instruction
7
8
Phonemic Awareness
Provide explicit and systematic phonemic
awareness instruction that teaches segmenting and
blending sounds Begin with auditory phonemic
awareness activities and link phonemes with
letters as soon as possible Use letters to
manipulate phonemes and help students apply their
knowledge of phonemic awareness when reading and
writing
8
9
Phonics and Word Study
Provide explicit and systematic word study
instruction in a set of letter-sound
relations how to blend sounds to read
words Include practice in reading texts that are
written so students can decode and read words
using their phonics knowledge Give substantial
practice for students to apply phonics as they
spell words
9
10
(No Transcript)
11
Fluency
Provide opportunities for oral repeated reading
that include support and feedback Match reading
texts and instruction to students' reading
levels Provide opportunities to read narrative
and expository texts Apply systematic
classroom-based instructional assessment to
monitor student progress in both rate and
accuracy
11
12
Vocabulary
Provide instruction in the meanings of words and
in word-learning strategies Actively involve
students in making connections between concepts
and new vocabulary in both oral and written
language Provide many opportunities for students
to read in and out of school Promote wide
reading (reading a lot and reading a variety of
different types of texts)
12
13
Comprehension
Explain, model, and teach comprehension
strategies (e.g., predicting, comprehension
monitoring, finding main ideas, summarizing,
question answering, question generation) Provide
comprehension instruction before, during, and
after the reading of narrative and expository
texts Promote thinking and extended discourse by
asking questions and encouraging student
questions and discussions
13
14
Tier I Core Class Instruction
Tier I is comprised of three elements (a) core
reading program (b) benchmark testing of students
to determine instructional needs at least three
times per year (c) ongoing professional
development
15
Tier I Core Class Instruction (Cont.)
Focus
For all students in K through 3

Scientific-based reading instruction and
curriculum emphasizing the five critical elements
of beginning reading
Program
Grouping
Flexible grouping
Time
90 minutes per day
Benchmark assessment at beginning, middle, and
end of the academic year
Assessment
Interventionist
General education teacher
Setting
General education classroom
16
Tier I Core Class Instruction
Tier I reading instruction is designed to address
the needs of the majority of a schools students.
An effective and comprehensive core reading
program should emphasize the critical elements of
reading instruction (a) phonemic awareness, (b)
phonics and word study, (c) fluency, (d)
vocabulary, and (e) comprehension. The amount of
time spent on each of these core areas varies
according to students reading abilities.
17
Tier I Core Class Instruction (Video)
18
Tier II Supplemental Instruction
Tier II is small-group supplemental instruction
in addition to the time allotted for core reading
instruction. Tier II include programs,
strategies, and procedures designed and employed
to supplement, enhance, and support Tier I.
19
Tier II Supplemental Instruction (Cont.)
For students identified with marked reading
difficulties, and who have not responded to Tier
I efforts
Focus

Specialized, scientifically based reading
program(s) emphasizing the five critical
elements of beginning reading
Program
Grouping
Homogeneous small group instruction (13, 14, or
15)
Minimum of 30 minutes per day in small group in
addition to 90 minutes of core reading
instruction
Time
Progress monitoring twice a month on target skill
To ensure adequate progress and learning
Assessment
Personnel determined by the school (e.g., a
classroom teacher, a specialized reading
teacher, an external interventionist)
Interventionist
Setting
Appropriate setting designated by the school
20
Tier II Supplemental Instruction (Cont.)
When should Tier II instruction start? Tier II
instruction must start as soon as possible after
students have been identified through benchmark
testing. How long is a round of Tier II
instruction? One round of Tier II instruction
lasts 10 to 12 weeks. After the first 10- to
12-week round of Tier II instruction, a decision
should be made about the students instructional
needs. The options considered should
include exiting Tier II instruction another
round of Tier II instruction entrance to Tier
III instruction for intensive intervention refer
ral for special services (dyslexia, 504, etc.)
21
Tier II Supplemental Instruction (Cont.)
How do we group students for Tier II
instruction? Tier II instruction is provided in
groups of 3 to 5 students. These groups are
organized according to the skills targeted for
each student. When do students exit Tier
II? As a general guideline, students are ready to
exit Tier II instruction when they have reached
benchmarks on the targeted skill.
22
Tier II Supplemental Instruction (Cont.)
What should Tier II instruction look like? Tier
II Instruction should be systematic and explicit
(instruction with modeling, multiple examples,
and feedback to students) be paced to match each
students skill level provide students with
multiple opportunities to participate and
respond provide students with corrective
feedback Tier II interventionists coordinate
with the general education classroom teacher so
that Tier II instruction can be used to pre-teach
and review skills.
23
Tier II Supplemental Instruction (Video)
24
To Do List for Tier II
___ Select research-based supplemental
instruction program(s) ___ Train
interventionists ___ Identify students who have
not met benchmarks ___ Identify specific skill
areas needing intensive instruction for each
student ___ Arrange student grouping according
to focus of instruction ___ Select components of
the intervention curriculum that focus
instruction on targeted skill areas ___ Monitor
progress every two weeks ___ Use
progress-monitoring information to adjust
instruction, or exit students when
appropriate ___ Include a record of the
supplemental instruction and progress- monitoring
data in students files
25
Tier III Instruction for
Intensive Intervention
Tier III is specifically designed and customized
small-group reading instruction that is extended
beyond the time allocated for Tier I and Tier II.
26
Tier III Instruction for
Intensive Intervention (Cont.)
For students with marked difficulties in reading
or reading disabilities and who have not
responded adequately to Tier I and Tier II
efforts
Focus

Sustained, intensive, scientifically based
reading program(s) emphasizing the five critical
elements of beginning reading
Program
Grouping
Homogeneous small group instruction (13)
Minimum of two 30-minute sessions per day in
small group in addition to 90 minutes of core
reading instruction
Time
Progress monitoring twice a month on target skill
to ensure adequate progress and learning
Assessment
Personnel determined by the school (e.g., a
classroom teacher, a specialized reading
teacher, an external interventionist)
Interventionist
Setting
Appropriate setting designated by the school
27
Tier III Instruction for
Intensive Intervention (Cont.)
How are students selected for Tier III
instruction? There are three ways If students
have participated in two rounds of Tier II
instruction and have not made sufficient
progress. After receiving only one round of
Tier II instruction because they show a marked
lack of progress and further Tier II instruction
is deemed insufficient to put them back on
track. Students who have received previous
Tier III instruction and have exited may
re-enter Tier III as needed.
28
Tier III Instruction for
Intensive Intervention (Cont.)
How do we group students for Tier III
instruction? One interventionist works with a
group of 3 students, or fewer if students have
extreme needs. These groups are organized
according to the skills targeted for each
student. When do students exit Tier III? As a
general guideline, a student is ready to exit the
intervention when he or she has reached benchmark
on the targeted skills. Can students re-enter
Tier III intervention? If an exited student again
fails to meet benchmarks, he or she may re-enter
Tier III intervention and exit as needed.
29
Compare Tier III with Tier II
Similarly to Tier II, Tier III consists of
carefully designed and implemented instruction
emphasizing the basic critical elements of
effective reading instruction. Tier III differs
from Tier II in several ways in order to meet the
needs of students whose core instruction and
supplemental instruction has not provided
sufficient support for them to be on track.
The amount time in which they obtain
supplemental instruction (Minimum of two
30-minute sessions per day) The group size
(13) Adjusting instruction Duration of
instruction (over a number of months or even
years)

30
Tier III Instruction for
Intensive Intervention (Cont.)
How to adjust instruction? provide more examples
and a wider range of examples (explicit
modeling, explaining, etc.) break down tasks
into smaller steps provide students with
multiple opportunities to participate and
respond provide repeated opportunities for
practice and review drill repetition and practice
review provide additional opportunities for
correction and feedback increased time on-task
extend the length of the task make learning
visible use, then fading prompts and cues.
31
Tier III Instruction for
Intensive Intervention (Video)
32
To Do List for Tier III
___ Train interventionists ___ Use benchmark
testing to identify students not making progress
in round two of Tier II supplemental instruction
___ Identify specific skill areas needing
intensive instruction for each student ___
Arrange student grouping according to skill
deficits ___ Select research-based, intensive
supplemental instruction programs ___ Customize
instruction based on targeted skill areas ___
Designate the intervention location ___ Monitor
progress every two weeks ___ Use
progress-monitoring information to adjust
instruction, or exit students when
appropriate ___ Include a record of the
supplemental instruction and progress- monitoring
data in students files
33
The Role of Progress Monitoring
Progress monitoring is the feature of instruction
that allows interventionists to guarantee that
students are on track and making adequate
progress in their classroom. In the Three-Tier
Reading Model we refer to two types of progress
monitoring benchmark assessments administered
three times per year to all students frequent
(twice per month) progress monitoring to track
progress and inform instructional decision-making
during the course of Tier II or Tier III
instruction.

34
The Role of Progress Monitoring (Cont.)
Benchmark assessments aid in early identification
of students at-risk for reading problems. Testing
of all students, kindergarten through third
grade, is conducted in early fall, early winter,
and late spring. Frequent progress monitoring
of students receiving Tier II and Tier III
instruction is an essential component of the
model. Teachers instruction improves when they
use progress monitoring to (a) track student
learning, (b) plan instruction, and (c) provide
feedback to students.

35
A Planning Checklist for Implementing the 3-Tier
Reading Model
___ Review current reading practices within the
school. ___ Which core reading program is in
place is it aligned with scientifically based
reading research? ___ Which assessment tools are
in place? ___ Which supplemental programs are in
place? ___ Ensure that reading instructional
practices are aligned with the scientifically
based reading research? ___ Develop a plan for
collecting benchmark and progress-monitoring
data. ___ Develop a school-wide plan that
allows classroom teachers to use grouping and
to differentiate instruction based on
benchmark-testing data (Tier I). ___ Develop a
school-wide plan for small-group supplemental
instruction for students who do not meet
benchmarks (Tier II). ___ Develop a school-wide
plan for longer, more intensive instruction for
students who do not meet benchmarks after two
rounds of supplemental instruction (Tier
III). ___ Set criteria for entry into and exit
from Tier I and Tier II. ___ Provide
professional development as needed to implement
steps.

36
-Study -Duration of Instruction and Response
to Treatment
37
Study
Second-grade students were assigned to
supplemental reading instruction in group size of
13. Duration of their reading instruction
varied based on response to treatment.
38
Duration of Instruction and Response to Treatment
This research study was designed to

• the number of students at-risk for reading
  problems who would not meet exit criteria after
  each 10-week segment of supplemental reading
  instruction,
• the extent to which students who were provided
  intervention and responded positively (released
  from supplemental treatment) would thrive
  without supplemental instruction in the general
  education classroom, and
• the expected amount of supplemental intervention
  needed to distinguish response groups.

39
Participants
Forty-five 2nd-grade students (25 females, 20
males) were identified as at-risk for reading
disabilities using a two-tiered identification
process.

• Nominated by teachers in the lowest percentile of
  their class and having reading problems.
• Failed 2nd grade TPRI screen.
• All schools used the same core reading program.

40
Criteria for exit from the intervention were
pre-established as

• obtaining a passing score on the screening
  portion of the TPRI
• median-score performance on the TORF above 55
  CWPM on a second-grade level passage, with fewer
  than five errors and
• a score of 50 CWPM on second-grade fluency
  progress monitoring sessions for at least three
  consecutive weeks.

Students unable to meet these criteria were
reassigned to groups of three and continued
receiving supplemental instruction for 10 more
weeks.
41
How Was the Tutoring Conducted?

• Intervention provided by 4 trained, experienced
  tutors.
• Students were tutored in groups of 3.
• Instruction was 35 minutes every day
• Instruction was supplemental to core-reading
  instruction.
• Eight intervention validity checks were provided
  on each tutor.

42
How many struggling readers exited at each of the
three testing periods?

• early exit (10 weeks) ? n 10
• 6 boys, 4 girls
  
• 9 Hispanic/Latino and 1 African-American

mid-term exit (20 weeks) ? n 14 5 boys,
9 girls 10 Hispanic/Latino, 2 African
American, 2 White
late exit (30 weeks) ? n 10 5 boys, 5
girls 9 Hispanic/Latino, 1 White
no exit (never met criteria) ? n 11 4
boys, 7 girls 7 Hispanic/Latino, 1 African
American, 3 White
43
What number of students who met exit criteria
after 10 and 20 weeks of supplemental reading
instruction continued to meet criteria?

• 23 of 24 students who met exit criteria after 10
  and 20 weeks continued to make gains without
  supplemental reading instruction.
• All of the students who exited after 10 weeks of
  supplemental reading.

44
How many of the students who met exit criteria
after 10 and 20 weeks of supplemental reading
instruction made minimal progress in the
classroomdefined as averaging 1 correct word per
week on the TORF?

• Early Exit All continued to make progress for
  the next 10 weeks for the subsequent 10 weeks,
  only 7 of the 10 continued to make progress
• Mid Exit Only 9 of 15 continued to make progress
  for the next 10 weeks.

45
Means for TORF Fluency
46
Austins and Eduardos progress on the 2nd grade
passages of the TORF over time (exited after 10
weeks of supplemental instruction).
Note Dotted vertical line is where each student
met exit criteria and supplemental reading
instruction was terminated.
47
Armandos and Patricias progress on the 2nd
grade passages of the TORF over time (exited
after 20 weeks of supplemental instruction).
Note Dotted vertical line is where each student
met exit criteria and supplemental reading
instruction was terminated.
48
Comparison between two students who failed to
thrive in the classroom and those who thrived.
49
General Findings

• More girls than boys were identified as not
  meeting exit criteria, 4 boys 7 girls.
• 23 out of 24 students maintained or improved
  fluency scores after exit.
• However, only 16 of 24 met criteria for
  thriving without intervention (thrive 1 word
  or greater per week in fluency).
• All 4 groups made greatest gains in fluency the
  1st 10 weeks.

50
Language Proficiency and Exit
Spanish
English
66.1
82.3
Early
87.4
76
Mid
88.3
68.6
Late
51
How did students do by gender?

• Exited after 10 weeks
• - 6 males 4 females
• Exited after 20 weeks
• - 5 males 9 females
• Exited after 30 weeks
• - 5 males 5 females
• Did not meet exit criteria
• - 4 males 7 females

52
Summary of Findings

• All Ells met exit criteria during the
  intervention
• 75 (n 9) of ELLS continued to thrive without
  supplemental instruction
• 54 (n 6) of the males continued to thrive
• 85 (n 11) of the females continued to thrive

53
Now a word from the master of language Dr. Seuss
54
References
Elbaum, B., Vaughn, S. (2001). School-based
interventions to enhance the self-concept of
students with learning disabilities A
meta-analysis. Elementary School Journal, 10(31),
2-13. Elbaum, B. E., Vaughn, S., Hughes, M. T.,
Moody, S. W. (1999). Grouping practices and
reading outcomes for students with
disabilities. Exceptional Children, 65(3),
399-415. Elbaum, B. E., Vaughn, S., Hughes, M.
T., Moody, S. W. (2000). How effective are
one-to-one tutoring programs in reading
for elementary students at risk for reading
failure? Journal of Educational
Psychology, 92(4), 605-619. Moody, S.W., Vaughn,
S., Hughes, M.T., Fischer, M. (2002). Grouping
for reading instruction Does one size
fit all? Journal of Learning Disabilities, 33(5),
477-488. Schumm, J. S., Moody, S. W., Vaughn,
S (in press). Grouping for reading instruction
Does one size fit all? Journal of
Learning Disabilities. Vaughn, S., Elbaum, B.
E., Schumm, J. S., Hughes, M. T. (1998). Social
outcomes for students with and without
learning disabilities in inclusive classrooms.
Journal of Learning Disabilities, 31(5),
428-436. Vaughn, S., Haager, D., Hogan, A.,
Kouzekanani, K. (1992). Self-concept and peer
acceptance in students with learning
disabilities A four-to-five year prospective
study. Journal of Educational
Psychology, 84, 43-50. Vaughn, S., Hogan, A.,
Kouzekanani, K. Shapiro, S. (1990). Peer
acceptance, self-perception, and social
skills of learning disabled students prior to
identification. Journal of Educational
Psychology, 82, 101-106.
55
References (cont.)
Vaughn, S., Hughes, M. T., Moody, S. W., Elbaum,
B. (in press). Instructional grouping for reading
for students with learning
disabilities Implications for practice.
Intervention in School and Clinic. Vaughn, S.,
Hughes, M. T., Schumm, J. S., Klingner, J. K.
(1998). A collaborative effort to enhance reading
and writing instruction in inclusion
classrooms. Learning Disability Quarterly,
21(1), 57-74. Vaughn, S., Klingner, J. K.
(1998). Students perceptions of inclusion and
resource room settings. The Journal of
Special Education, 32, 79-88. Vaughn, S., Levy,
S., Coleman, M., Bos, C. (2002). Reading
instruction for students with LD and E/BD A
synthesis of observation studies. Journal
of Special Education, 36(1), 2-13. Vaughn, S.,
Linan-Thompson, S., Hickman, P. (in press).
Response to treatment for students with reading
difficulties. Exceptional
Children. Vaughn, S., Moody, S., Schumm, J. S.
(1998). Broken promises Reading instruction in
the resource room. Exceptional
Children, 64(2), 211-226.