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ERIC Number: EJ804319
Record Type: Journal
Publication Date: 2007
Pages: 15
Abstractor: As Provided
Reference Count: 54
ISSN: ISSN-1098-3007
Three-Tier Models of Reading and Behavior: A Research Review
Stewart, Rachel M.; Benner, Gregory J.; Martella, Ronald C.; Marchand-Martella, Nancy E.
Journal of Positive Behavior Interventions, v9 n4 p239-253 2007
The purpose of this study was to analyze the research literature on three-tier models of reading and behavior and to provide a descriptive analysis and meta-analytic review of these models. An in-depth review of 17 articles was conducted on the similarities and differences between and among three-tier models of reading (n = 5), models of behavior (n = 7), and integrated models (combining reading and behavior; n = 5). Descriptive analyses were conducted across three areas: student populations, intervention level, and setting. Finally, a meta-analytic review was completed of 11 of the 17 investigations. Scientific evidence shows that one or more levels of these three-tier models leads to improved reading or behavior performance; however, there is a paucity of research detailing the integration of three-tier reading and behavior models. Limitations and directions for future research are discussed. (Contains 1 figure and 5 tables.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Information Analyses; Journal Articles
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Florida; Oregon; Texas
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Identifiers - Assessments and Surveys: Comprehensive Tests of Basic Skills; Peabody Picture Vocabulary Test; Behavioral and Emotional Rating Scale; Stanford Achievement Tests; Washington Assessment of Student Learning; Woodcock Munoz Language Survey; Woodcock Reading Mastery Test