Tier 2 Intervention
Using reliable and valid benchmark measures, students who are identified as struggling with literacy or pre-literacy skills should receive Tier 2 support. The following guidelines reflect an evidence-based framework the structure Tier 2 support.
Delivered in Small Groups of Similar Ability
Small group instruction consisting of no more than 5 students with similar profiles ensures that teachers can closely monitor student learning, efficiently correct errors and limit distractive behavior (Baker, Fien, & Baker, 2010; Vaughn, Wanzek, Woodruff & Linan-Thompson, 2007).
Based on Tier 1 Curriculum
Within the Response to Intervention Model, Tier 2 is considered supplemental support to the Tier 1 or core
curriculum. This model enables struggling students to access the classroom curriculum through a "double
dose" of instruction that affords the student supported practice with essential skills (DOE, MASS).
Explicit instruction involves a direct approach in which individual concepts are clearly explained and demonstrated, and a gradual release of responsibility model is employed. Teachers initially model strategies, then offer guided support in conjunction with immediate corrective feedback, and finally provide students with opportunities for independent practice (Fisher & Frey, 2007; Mather & Wendling, 2012).
Multi-sensory instruction engages all learning pathways to support students' consolidation and mastery of
language concepts. In other words, the instruction targets more than one sense at a time. In multi-sensory
approaches there is a deliberate and simultaneous use of sight, sound, movement, and touch to help students
connect language to words.
Systematic & Cumulative
A systematic approach to language progresses through concepts in a logical and evidence-based sequence that moves from simple to complex. Instruction is cumulative when it continually reviews previously learned material and builds upon knowledge in a meaningful way.
Moving Towards to Automaticity
When teachers are diagnostic they continually monitoring students' performance, and adjust their instruction accordingly to facilitate fluent reading. In order to become fluent readers, students first develop accuracy with concepts and through supported practice and review will move to automaticity. Automaticity is achieved when students can perform reading skills without conscious awareness or labored effort (Berniger & Wolf, 2009).