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ERIC Number: EJ1140154
Record Type: Journal
Publication Date: 2017
Pages: 11
Abstractor: ERIC
ISSN: ISSN-0040-0599
How to Reach First-Grade Struggling Readers: An Integrated Instructional Approach
Solari, Emily J.; Denton, Carolyn A.; Haring, Christa
TEACHING Exceptional Children, v49 n3 p149-159 Jan-Feb 2017
Struggling readers who are in need of Tier 2 supplemental reading instruction within a multitier system of support (MTSS) or a response to intervention are defined as those who are performing in the bottom 20% in reading-related skills as compared with their classroom peers. An MTSS model is a framework for instruction that provides increasing support to students based on documented student need. This model typically consists of three tiers of intervention, with each tier providing increasingly more targeted and intense instruction (Gersten et al., 2009). In this article the authors present a framework in which classroom teachers and special education teachers can collaborate to provide Tier 1 and 2 instruction. In an MTSS framework, students who do not respond to evidence-based Tier 1 instruction and more intensive Tier 2 instruction then receive Tier 3 instruction. Tier 3 instruction--which reflects the most intensive individualized level of instruction--typically takes place outside the classroom setting and is implemented by a special education teacher; the model that is presented herein focuses on Tiers 1 and 2.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Grade 1
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324A100129