WEBVTT

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My name is Joe Dimino.

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I am a senior research associate

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at the Instructional
Research Group,

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in Los Alamitos, California.

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Systematic instruction is very
important in all three tiers

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of the RtI (Response
to Intervention) model,

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and when we talk about
systematic instruction,

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we're talking about taking
the skills and teaching them

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from the easiest to the hardest.

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We teach them one at
a time, in isolation,

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and then we integrate them.

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The alignment between
the core reading program

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and Tier 2 intervention
programs is really not critical.

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What we're looking for
would be instruction

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that is explicit and systematic.

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Let's talk about a
second-grade child.

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You have a second-grade child
who is in Tier 1 instruction,

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but is reading on
a first-grade level

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and so is also getting
Tier 2 instruction,

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but getting the skills,
the first-grade skills,

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because he is reading a
year below grade level.

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So consequently those-let's
take phonics-those skills aren't

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going to match, because
in beginning first grade,

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you're going to be
learning your consonants

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and your short vowels, whereas
in second grade, you're going

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to be learning digraphs and
diphthongs and doubling,

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to add -ing and -ed
and things like that,

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so they're not going to match.

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The critical issue is the
design of the instruction

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in the intervention program.

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The foundational reading skills

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in Tier 2 intervention should
be phonemic awareness, phonics,

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fluency, vocabulary,
and comprehension.

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In kindergarten, you would
focus on phonemic awareness

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and phonics and maybe some
listening comprehension.

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So as the child gets older,
then the skills would change.

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So for example, in second grade,

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phonemic awareness
is usually dropped

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and they add more
comprehension and vocabulary.

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In first grade, for example,
when we come to fluency,

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in the beginning of first grade
we just teach the students the

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high-frequency words.

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These are the words that show
up 75 percent of the time in things

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that they read, words
like the and was and said,

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and many of those
high-frequency words are words

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that do not follow the phonics
rules or generalizations

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as they're taught; so they
just have to look at them

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and recognize them and say them.

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In the middle of first grade,
then we begin with fluency

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with connected text,
and the reason why we do

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that is typically first,

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beginning first graders
don't know how to read

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so you don't want to give
them instruction in fluency.

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When selecting Tier 2
intervention programs,

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administrators should look
for explicit instruction;

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they should look for programs

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where there are thinkalouds
suggested,

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very explicit thinkalouds
suggested for the teachers.

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There is lots of modeling,

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lots of guided practice
before the children go

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into independent practice.

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There should be specific
error correction procedures

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that the teacher would
use with the students

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when they make a mistake.

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They should also make sure
that there is mastery built in,

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that the students learn
those skills to mastery.

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They want to look at
the scope and sequence,

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and by that I mean, let's
take phonemic awareness.

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What skills are in the
phonemic awareness component?

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Are they complete?

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Are there skills missing in the
phonemic awareness component,

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or any component,
that are critical

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for a student learning
how to read?

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And the last thing to look
for is cumulative review.

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We want to make sure that those
skills are consistently reviewed

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so that they can maintain the
mastery that they achieved

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when they were first introduced.

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Delivery for Tier 2 and Tier
3 instruction is basically

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the same.

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We want to build
skills gradually,

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we want to use systematic
instruction

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with teachers thinking aloud
and modeling, but the difference

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with Tier 2 is that
the pace is going

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to be a little bit
faster than Tier 3.

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Also what's important in Tier 2

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and Tier 3 is corrective
feedback.

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We want to make sure that errors
are corrected immediately.

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And also, when we consider
feedback that is not corrective,

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it's always good to
tell the students

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when they give you a correct
answer, why it's correct.

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So we want just to make sure

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that we have really
good explicit feedback.

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Regarding grouping for Tier
2, six of the eleven studies

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that we looked at, there
was one-to-one instruction,

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and the remaining,
there were two

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to six students in the group.

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The important thing that we have
to consider are the variables

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of intensity and duration.

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So for example, there was
a study in first grade,

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there were 10 minutes of
instruction for eight weeks

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in phonemic awareness,
and there was no effect.

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Now we could look at
those variables and say,

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"If you increase the time,
intensity, and duration,

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that perhaps there would have
been an effect in that study."

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So based on this evidence, we
have recommended that the groups

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for Tier 2 instruction be
three to four students.