Robust Reading Instruction in the Early Grades: Conceptual and Practical Issues in the Integration and Evaluation of Tier 1 and tier 2 Instructional Supports

Abstract

Schools implement Response to Intervention (Rtl) for two major purposes. The first is to provide a coordinated system of high-quality instruction and intervention for all students in the school (Burns & Vanderheyden, 2006; Haager, Klinger, & Vaughn, 2007; National Association of State Directors of Special Education, 2006). This system can be envisioned as a framework of effective instruction to prevent academic problems from occurring and effective interventions to address problems that do occur in a timely and appropriate manner. The system is integrated and coordinated to support all students to reach primary learning objectives (Fuchs, Fuchs, & Zumeta, 2008; Greenwood, Kratochwill, & Clements, 2008). The second purpose of Rtl is to diagnose specific learning disabilities (SLD) in students who do not respond adequately to instruction and intervention (O'Conner, 2007; Reynolds & Shaywitz, 2009; Torgesen, 1997, 2004). Strong empirical evidence supports the prevention and intervention purpose of Rtl (Baker et al., 2008; Gersten et al., 2009; Greenwood, Kratochwill, & Clements, 2008; Vaughn & Fuchs, 2006), but evidence for using Rtl for SLD determination is lacking (Fuchs, Mock, Morgan, & Young, 2003; Reynolds & Shaywitz, 2009).

Using Regression Discontinuity to Test the Impact of a Tier 2 Reading Intervention in First Grade

“…The first feature is a redesigned core program following principles of instructional design to increase the explicitness of Tier 1 instruction (Baker, Fien, & Baker, 2010;Coyne, Kame'enui, & Carnine, 2011;Harn, Kame'enui, & Simmons, 2007 Vellutino et al, 1996). The second is increased instructional specificity in Tier 1, achieved through daily lesson maps and instructional routines that teachers use to address lesson objectives.…”

“…First, daily lesson maps accompanied each core reading program (Ashlock Consulting, 2006;Kame'enui, Simmons, Coyne, & Harn, 2003;Western Regional Reading First Technical Assistance Center, 2005). Lessons maps highlighted the most essential components of a lesson, provided time and grouping guidance for each component, and included recommendations for content to delete or deemphasize (Baker et al, 2010). Teachers received training and coaching support to incorporate the use of the lesson maps into their Tier 1 instruction.…”

“…Second, instructional templates or teaching routines were used to enhance instruction quality, explicitness, and scaffolds (Baker et al, 2010;Western Regional Reading First Technical Assistance Center, 2005). The templates provided routines for teachers on how to teach specific skills.…”

Evaluating Three Elementary Mathematics Programs for Presence of Eight Research-Based Instructional Design Principles

“…In their absence, educators will need to enhance core (Tier 1) math instruction. Recently S. K. Baker, Fien, and Baker (2010) presented a model for intensifying reading instruction by using enhanced versions of Tier I core reading materials. In many ways, the features identified in their model generalize to enhancing core math instruction for students with or at risk for MD.…”

How educators perceive the process and implementation of a multi-tiered system of supports (MTSS) : a case study

“…This contemporary definition suggests treatment fidelity may be multidimensional. Baker, Fien, and Baker (2010), acknowledge the "multifaceted, comprehensive nature of a prevention and intervention service delivery model" such as RTI/MTSS (p. 2).…”