Unlocking the Promise of Multitiered Systems of Support (MTSS) for Linguistically Diverse Students: Advancing Science, Practice, and Equity

González, Jorge E.; Durán, Lillian K.; Linan‐Thompson, Sylvia; Jimerson, Shane R.

doi:10.1080/2372966x.2022.2105612

Cited by 8 publications

(3 citation statements)

References 20 publications

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“…In relation to children's reading development, MTSS are based on the "science of reading"cumulated knowledge gained over many years through robust scientific methods related to effective reading instruction and reading interventions. MTSS are specifically designed to alleviate the adverse behavioral, education and health outcomes frequently associated with reading failure to focus instead on ensuring each child experiences reading success (Gonzalez et al, 2022). The multiple tiers of support within such frameworks begin with research-based reading instruction for all children (or Tier 1 quality universal reading instruction).…”

Section: Multi-tiered Systems Of Supportmentioning

confidence: 99%

Large scale implementation of effective early literacy instruction

Gillon,

McNeill,

Scott

et al. 2024

Front. Educ.

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IntroductionLarge-scale implementation of Multi-Tiered Systems of Support (MTSS) to enhance children's early literacy success is critically important to address global literacy challenges. This paper describes one such initiative, the Better Start Literacy Approach (BSLA), which was specifically designed for large-scale implementation in New Zealand.MethodsBetween February 2020 and May 2023 over 3,000 teachers in 819 schools across New Zealand implemented BSLA, with baseline data available for 29,795 5-year-old children. Teachers implemented novel online assessments to monitor children's early literacy growth.ResultsIn comparison to an internal control group, accelerated progress in children's phonic, and phoneme awareness skills was evident after 10 weeks of BSLA Tier 1 (universal) teaching. After 30 weeks, there were significant gains in word reading, spelling, listening comprehension and oral narrative abilities; growth did not differ based on gender, ethnicity, or socioeconomic status. Children with greater learning needs who received BSLA Tier 2 (small group targeted teaching) caught up to their peers in word reading and spelling skills.ConclusionsWith appropriate resourcing, planning and engagement with communities, successful large-scale implementation of evidenced-based early literacy approaches is possible within a relatively short time. Culturally responsive implementation within MTSS frameworks holds much promise for raising literacy achievement for all children.

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Section: Multi-tiered Systems Of Supportmentioning

confidence: 99%

Large scale implementation of effective early literacy instruction

Gillon,

McNeill,

Scott

et al. 2024

Front. Educ.

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“…In schools that have adopted multi-tiered systems of support (MTSS), EL students may be provided with supplemental reading interventions, in addition to targeted language instruction, to support their reading achievement in English (Albers & Martinez, 2015). Implementing MTSS is resource intensive (Fuchs & Fuchs, 2017), and tiered reading supports should have the desired effect for all students, including EL students (Gonzalez et al, 2022). Previous research supports the notion that ELs, as with non-ELs, will generally benefit from explicit instruction and intervention in the essential components of reading (i.e., phonemic awareness, phonics, fluency, vocabulary, and comprehension; Brady, 2011).…”

Section: Supporting Els’ Reading Achievement In Multi-tiered Systems ...mentioning

confidence: 99%

The Influence of English Learner Status on Maintenance of Oral Reading Fluency Growth

Truman,

Van Norman,

Klingbeil

et al. 2024

Assessment for Effective Intervention

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Relatively little is known regarding post-intervention reading fluency outcomes for English learners (ELs) in comparison with non-EL peers, yet educators must be prepared to sustain growth for all students transitioning to less-intensive tiers of support. The purpose of this study was to investigate whether EL status moderated post-intervention maintenance effects among second- and third-grade students who transitioned back to Tier 1 instruction only due to successful performance during a Tier 2 reading fluency intervention. Piecewise multi-level models were estimated to address whether EL status uniquely predicted intervention growth patterns and the extent to which these patterns were maintained over a 12- to 13-week post-intervention period. Reading fluency scores were similar between EL and non-EL students prior to the start of and during the intervention, and all students’ performance decreased slightly immediately after support ceased. Regardless of grade level or EL status, post-intervention fluency gains generally remained smaller than those observed during intervention meriting attention to individual- and systems-level instructional considerations for ensuring continued growth.

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“…Tier 3 refers to more individualized support for students with complex learning needs or for those students who have not shown expected progress in response to Tier 2 teaching support. Recent discussions also highlight the importance of culturally and linguistically responsive teaching and assessment practices within a MTSS [ 6 , 7 ]. These approaches may be particularly important for raising early literacy achievement in our culturally diverse and indigenous populations.…”

Section: Introductionmentioning

confidence: 99%

Supporting Children Who Are English Language Learners Succeed in Their Early Literacy Development

Gillon¹

2023

Folia Phoniatr Logop

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Introduction: The Better Start Literacy Approach is an example of a multi-tiered system of support (MTSS) to facilitate children’s early literacy success. It is set within a strengths-based and culturally responsive framework for literacy teaching and is being implemented in over 800 English medium schools across New Zealand. This report focuses on how children identified at school entry as English Language Learners (ELL) responded to the Better Start Literacy Approach during their first year at school. Method: Using a matched control design, the growth in phoneme awareness, phoneme-grapheme knowledge, and oral narrative skills for 1,853 ELL was compared to a cohort of 1,853 non-ELL. The cohorts were matched for ethnicity (mostly Asian, 46% and Pacific, 26%), age (M = 65 months), gender (53% male), and socioeconomic deprivation index (82% in areas of mid to high deprivation). Results: Data analyses indicated similar positive growth rates for ELL and non-ELL from baseline to the first monitoring assessment following 10 weeks of Tier 1 (universal/class level) teaching. Despite demonstrating lower phoneme awareness skills at baseline, following 10 weeks of teaching, the ELL cohort performed similarly to non-ELL in non-word reading and spelling tasks. Predictors of growth analyses indicated that ELL from areas of low socioeconomic deprivation, who used a greater number of different words in their English story retells at the baseline assessment, and females made the most growth in their phonic and phoneme awareness development. Following the 10-week monitoring assessment, 11% of the ELL and 13% of the non-ELL cohorts received supplementary Tier 2 (targeted small group) teaching. At the next monitoring assessment (20 weeks post baseline assessment) the ELL cohort showed accelerated growth in listening comprehension, phoneme-grapheme matching and phoneme blending skills, catching up to their non-ELL peers. Discussion: Despite limitations of the dataset available, it provides one of the few insights into the response of ELL to Tier 1 and Tier 2 teaching in their first year at school. The data suggest that the Better Start Literacy Approach, which includes high-quality professional learning and development for teachers, literacy specialists, and speech-language therapists, is an effective approach toward developing foundational literacy skills for ELL. The important role speech-language therapists have in collaborating with class teachers to support children’s early literacy success within a MTSS framework is discussed.

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Unlocking the Promise of Multitiered Systems of Support (MTSS) for Linguistically Diverse Students: Advancing Science, Practice, and Equity

Cited by 8 publications

References 20 publications

Large scale implementation of effective early literacy instruction

Large scale implementation of effective early literacy instruction

The Influence of English Learner Status on Maintenance of Oral Reading Fluency Growth

Supporting Children Who Are English Language Learners Succeed in Their Early Literacy Development

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