Module 3


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Module 3

  1. 1.  Students with reading difficulties benefit from instruction that is purposeful and targeted at important objectives that students need to learn, progressing logically from easier to more challenging skills. Within such a program, students’ mastery of key skills and strategies is carefully monitored so that re-teaching can be provided if needed.
  2. 2.  Students with reading difficulties also benefit from:(a) explicit instruction in which skills are clearly modeled and key concepts are directly taught, so that students are not left to infer these critical concepts and skills;(b) extended opportunities for guided and independent practice with both corrective and positive feedback, including copious amounts of engaged practice in reading and responding to connected text; and(c) instructional formats that promote active student involvement and provide many opportunities to respond.(Denton, 2012, p.233)
  3. 3.  Tier 1 instruction in the early grades includes explicit instruction:(a) in phonemic awareness,(b) phonics, and(c) automatic recognition of high-frequency irregular words;(d) instruction in making meaning from text, including an emphasis on vocabulary and the development of background knowledge; and(e) many opportunities to read and respond to connected text to promote reading fluency and comprehension(Chard, Vaughn, & Tyler, 2002; Ehri, 2004; Jitendra, Edwards, Sacks, & Jacobson, 2004; National Reading Panel, 2000; Snow et al., 1998).
  4. 4.  Tier II interventions can be given by a regular classroom teacher, a reading specialist or a well trained paraprofessional. Tier II interventions may start as early as Kindergarten in group of 2-3. It should be provided 3-5 times per week for 2-40 minutes. A minimum of 20 weeks of Tier instruction is beneficial. Tier II interventions focus on the students needs based on data. Progress is constantly being monitored. Students who do no show progress in Tier II will be moved to Tier III after 10-20 weeks. Only about 25% of students don’t show progress
  5. 5.  Tier III is provided to students who are not making progress in Tier II interventions. Tier III interventions should be given by the classroom teacher in a one-on-one setting. The number of weeks-months the student stays in Tier III will be determined by their progress.
  6. 6.  Progress monitoring is required for determining whether students are making progress towards their instructional goals. Students are being monitored on phonemic awareness, letter knowledge, word identification, phonemic decoding, word reading fluency, and ORF in connected text.
  7. 7.  How a student responds to the interventions determines the placement of the child in a more or less intensive intervention.
  8. 8.  Tell me at least 3 things that you learned, 2 things you want to learn and 1 thing that you would do to a struggling tier II student. Post your answers to the blog. Find two sources (articles, websites, etc.) about RtI; post them in the blog and tell me why they are good sources for teachers or parents to use when learning about RtI. odule-iii.html