American Speech-Language-Hearing Association

EBP Compendium: Summary of Clinical Practice Guideline

National Center for Education Evaluation and Regional Assistance; Institute of Education Sciences; U.S. Department of Education
Assisting Students Struggling with Reading: Response to Intervention and Multi-Tier Intervention in the Primary Grades. A Practice Guide. (NCEE 2009-4045)

Gersten, R., Compton, D., Connor, C. M., Dimino, J., Santoro, L., Linan-Thompson, S., &Tilly, W. D. (2008).
Washington (DC): National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc/publications/practiceguides/.

AGREE Rating: Highly Recommended

Description:

This guideline provides recommendations to assist educators in implementing effective interventions to promote reading achievement in children. 

Recommendations:

  • Assessment/Diagnosis
    • Assessment Areas
      • Language
        • Moderate evidence: "Screen all students for potential reading problems at the beginning of the year and again in the middle of the year. Regularly monitor the progress of students at risk for developing reading disabilities" (p. 6).
        • Low evidence: "Monitor the progress of tier 2 students at least once a month. Use these data to determine whether students still require intervention. For those students still making insufficient progress, schoolwide teams should design a tier 3 intervention plan" (p. 6).
  • Treatment
    • Language
      • Low evidence: "Provide time for differentiated reading instruction for all students based on assessments of students' current reading level" (p. 6).
      • Strong evidence: "Provide intensive, systematic instruction on up to three foundational reading skills in small groups to students who score below the benchmark score on universal screening. Typically these groups meet between three and five times a week, for 20 to 40 minutes" (p. 6).
      • Low evidence: "Provide intensive instruction on a daily basis that promotes the development of the various components of reading proficiency to students who show minimal progress after reasonable time in tier 2 small group instruction (tier 3)" (p. 6).
  • Service Delivery
    • Dosage
      • Strong evidence: "Provide intensive, systematic instruction on up to three foundational reading skills in small groups to students who score below the benchmark score on universal screening. Typically these groups meet between three and five times a week, for 20 to 40 minutes" (p. 6).

Keywords: Written Language Disorders; Response to Intervention;

Access the Guideline

Added to Compendium: October 2011

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