Designing Effective Tier 2 Reading Instruction in Early Elementary Grades With Limited Resources

Abstract

Within a response to intervention framework, Tier 2 is commonly conceptualized as a supplemental, 30-minute intervention that is provided in addition to the core instructional program. Given the resource constraints that many schools face, this type of model might not be feasible. However, in the light of data that suggest a need for a well-designed, targeted intervention system, schools need to do something. This article describes one school’s approach to data evaluation and Tier 2 implementation for struggling first grade readers. Working within resource constraints, the school was able to realize positive outcomes for its struggling readers by adhering to effective instructional principles, responding to data, and challenging the conventional wisdom of core plus supplement.

Keywords

academic intervention effective instruction elementary reading

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