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My article Tier 3 Interventions for Students with Significant Reading Problems focused or finding and implementing methods to help RTI or Response to Intervention reading instruction mainly for tier 3 students Tier 3 students are students who have already had tier 1 and tier 2 instruction and are still struggling these students have more severe disabilities and are in need of more intensive instruction Throughout the article they looked at different researcher studies of the best ways to help tier 3 reading interventions Some of the studies proved to be beneficial while others showed no improvement The studies were categorized by looking at interventions for students K-3 grade and 4-5 grade In the studies for K-3 they looked at the duration of the interventions group size and when the intervention took place From these studies they concluded that the earlier the intervention amount of time spent in intervention and the group size greatly affected students achievement Students did better with more time for instruction in one-on-one instructional settings and the earlier the intervention took place preferably before second grade The second group of studies looked at grades 4-5 these studies looked at reading comprehension vocabulary fluency and multiple component interventions The major goal in teaching kids to read is so they can read for understanding Some of these studies looked at different strategies and interventions for teaching comprehension The ones that worked the best were the TWA intervention which emphasizes thinking before during and after reading Another study examined self-instruction and self-instruction combined with attribution training both of these strategies had good results but self-instruction had the best results To help improve vocabulary and thus comprehension because they are so closely tied together A study looked at vocabulary instruction using video-assisted instruction these students did better than the non-video-assisted group Fluency studies compared repeated reading to sustainedcontinuous reading The effect was almost zero providing no new strategy or information to improve fluency Multiple
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