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Levels of Intervention

The 3-Tier Model implements three levels of reading intervention — primary, secondary, and tertiary — to ensure that students’ reading needs are addressed.

inverted pyramid primary largest, secondary medium, tertiary smallest

Primary

Tier I is comprised of three main elements:

  1. A core reading program grounded in scientifically based reading research. The program and classroom instruction should address the critical elements in reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension.
  2. Progress monitoring of all kindergarten through third-grade students. Students are administered a benchmark test at least three times per year (fall, winter, and spring) to determine instructional needs. Subsequent progress monitoring probes are then administered by classroom teachers to all students who scored below the initial benchmark. The data that is collected serves to guide the reading instruction provided by the teachers.
  3. Ongoing professional development provides teachers with the necessary tools to ensure every student receives quality reading instruction. Professional development workshops are designed specifically for each grade level and contain three key elements:
    1. Progress monitoring and its use in guiding instructional decision making.
    2. Elements of a successful reading program including: oral language development, phonological awareness, alphabetic principle, word study, spelling, fluency, listening comprehension, reading comprehension, and written expression.
    3. Features of effective instruction including grouping, mastery teaching, and scaffolding learning.

Primary intervention is provided by the classroom teacher to all students in the general education classroom. It is designed to serve the majority of students in a school and to reduce the number of children who later become at-risk for reading problems1.

Secondary

One reading program is not likely to meet the needs of all students. Therefore, it is necessary to provide supplemental, or secondary, programs to address the reading skills of students who are not making adequate progress in their core reading instruction. The purpose of secondary intervention is to prevent these students from a continued lack of progress and a need for more intensive intervention.

Tier II provides additional, small group instruction to students who score below benchmark criteria in one or more critical areas of reading. Tutoring is provided to groups of four to five students for 30 minutes per day. Content of the tutoring sessions reflects the important components of reading based on the grade-level of the students and is planned according to progress monitoring data. Students who progress to grade level are exited and their progress is monitored to assure on-level reading. Those who do not exit are provided with the third tier of intervention.

Tertiary

Tier III is designed for students with low reading skills and sustained lack of adequate progress when provided with primary and secondary intervention. Tutoring at this level is more intensive and includes more explicit instruction that is designed to meet the individual needs of struggling readers. Group size is smaller, and the duration of daily instruction is longer.

  1. Good, R. H., Kame’enui, E. J., Simmons, D. S., & Chard, D. J. (2002). Focus and nature of primary, secondary, and tertiary prevention: The CIRCUITS model (Tech. Rep. No. 1). Eugene: University of Oregon, College of Education, Institute for the Development of Educational Achievement.