Table 1. The Three-Tier Reading Model: Tiers of Instruction Tier I Tier II Tier III

Definition The “core” curricular and instructional

Programs, strategies, and procedures reading programs and strategies in the gen- designed and employed to enhance and eral education setting, including ongoing support Tier I that take place in groups of professional development and assessment three to five three times per year to determine whether students are meeting benchmarks For students identified with marked reading difficulties and who have not responded to Tier I efforts

Specifically designed and customized reading instruction that is extended beyond the time allocated for Tier I and Tier II and that takes place in groups of three

Focus For all students in K through 3

For students with marked difficulties in reading or reading disabilities and who have not responded adequately to Tier I and Tier II efforts Sustained, intensive, scientifically based reading program(s) emphasizing the five essential components of beginning reading • Carefully designed and implemented, explicit, systematic instruction • Fidelity of implementation carefully maintained

Program Scientifically based reading instruction and Specialized, scientifically based reading

curriculum emphasizing the five essential components of beginning reading

program(s) emphasizing the five essential components of beginning reading

Instruction Many opportunities to practice embedded

throughout the school day

• Additional attention, focus, and support • Additional opportunities to practice embedded throughout the school day • Pre-teach and review skills; frequent opportunities to practice skills Intervention provided by personnel determined by the school Appropriate setting designated by the school Homogeneous small group instruction (e.g., 1:1 to 1:5) Minimum of 20–30 minutes per day in small group or 1:1

Interventionist General education teacher

Intensive intervention provided by personnel determined by the school Appropriate setting designated by the school Homogeneous small group instruction (e.g., 1:1 to 1:3) Minimum of two 30-minute sessions per day in small group or 1:1 Progress monitoring twice a month on Progress monitoring twice a month on target skill to ensure adequate progress and target skill to ensure adequate progress and learning learning

Setting General education classroom

What is the 3-Tier Reading Model? | 11

Grouping Flexible grouping

Taken from: Vaughn Gross Center for Reading and Language Arts at The University of Texas at Austin. (2005). Introduction to the 3-Tier Reading Model: Reducing reading difficulties for kindergarten through third grade students (4th ed.). Austin, TX: Author.

Time Minimum of 90 minutes per day

Assessment Fall screening plus winter and spring prog-

ress monitoring