By José L. Arco-Tirado, Faculty of Education, University of Granada (Spain)
A recent meta-analysis published in the Review of Educational Research intends to identify and understand the intervention characteristics associated with the largest reading effect sizes.
To support students’ reading outcomes, current models of intervention delivery have utilized multi-tiered systems of support (MTSS), also referred to as Response to Intervention (RtI). Within current MTSS and RtI frameworks, intervention levels are organized around three tiers. Tier 1 consists of delivering general education classroom instruction. Tier 2 consists of small group or 1:1 tutoring. Tier 3 consists of 1:1 instruction, with higher dosage and personalization.
However, despite the promise of early reading interventions, about 18% to 55% of K–3 students with reading disabilities (SWRD) under Tier 2 intervention have continued to struggle in reading. Therefore, it remains critical to better understand how and when to intensify reading interventions
Since linear models in…
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