Emphasis of a few priority phonemic awareness skills Integration of letters with sounds group instruction Use of explicit, systematic instruction (page #5). One validated model for providing early academic intervention is the use of tiered instruction. In a tiered model of instruction, all students receive the core or Tier 1 instruction. Students requiring some additional help receive small group supplementary Tier 2 instruction. Students who require intensive individualized support receive instruction designed for tier 3. Studies using tiered models of intervention have consistently shown that providing direct, explicit and systemic instruction in the evidence based components of reading instruction to students at risk of reading failure in early grades, effectively prevents many long term reading difficulties and reduces the likelihood of referral and placement programs (Cooke et al., 2010). Two areas make up quality intervention: Instructional Time and Instructional Design. The most consistent educational finding is that the amount of instructional time that children are actively engaged in results in tasks that they can perform successfully (Simmons et al., 2007). Over four decades ago, an education researcher named J.B. Carroll came up with a model of school leaning to guide the solution of educational problems grounded in the economics of instruction. His model was based on the idea that only a hand full of critical variables influence student learning, and important to this model was time or opportunity to learn. Carroll espoused the belief that economy of learning can be seen when time spent in learning equals time needed for learning. Going along with his model, it is common practice to devote more time beyond typical
Emphasis of a few priority phonemic awareness skills Integration of letters with sounds group instruction Use of explicit, systematic instruction (page #5). One validated model for providing early academic intervention is the use of tiered instruction. In a tiered model of instruction, all students receive the core or Tier 1 instruction. Students requiring some additional help receive small group supplementary Tier 2 instruction. Students who require intensive individualized support receive instruction designed for tier 3. Studies using tiered models of intervention have consistently shown that providing direct, explicit and systemic instruction in the evidence based components of reading instruction to students at risk of reading failure in early grades, effectively prevents many long term reading difficulties and reduces the likelihood of referral and placement programs (Cooke et al., 2010). Two areas make up quality intervention: Instructional Time and Instructional Design. The most consistent educational finding is that the amount of instructional time that children are actively engaged in results in tasks that they can perform successfully (Simmons et al., 2007). Over four decades ago, an education researcher named J.B. Carroll came up with a model of school leaning to guide the solution of educational problems grounded in the economics of instruction. His model was based on the idea that only a hand full of critical variables influence student learning, and important to this model was time or opportunity to learn. Carroll espoused the belief that economy of learning can be seen when time spent in learning equals time needed for learning. Going along with his model, it is common practice to devote more time beyond typical
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