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Abstract
This article provides an overview of research on intensive reading interventions to inform Tier 3 instruction for students with reading disabilities. Tier 3 interventions are typically provided to those students who demonstrate inadequate progress after receiving less intensive Tier 2 interventions. A conceptual overview of Tier 3 interventions within a Response to Intervention model is provided, along with a review of research on effectiveness of instructional practices for students with significant reading difficulties.
Notes
Note. *More than 50% of participants in 4th–5th grade or 9–11 yrs. old. T/C = Treatment and Comparison; RD = reading disabilities; T = Treatment; C = Comparison; LD = Learning Disability; SR = struggling readers; SLI = speech/language impaired; LI = language impaired.