Preventing Reading Difficulties: A Three-Tiered Intervention Model

Contact Information

Jeanne Wanzek,
Research Assistant

e-mail
jwanzek @ fcrr.org

Principal Investigator

Sharon Vaughn

Additional Investigator

Batya Elbaum

Funding Agency

U.S. Department of Education, Office of Special Education Programs

Overview

The 3-Tier Reading Model holds promise for reducing overall reading problems by providing intensive early intervention for the students most at risk for reading difficulty. It consists of three tiers, or levels, of reading instruction: primary, secondary, and tertiary. Movement through the tiers is a dynamic process, with students entering and exiting as needed. This project will make a highly significant contribution to the knowledge base on preventing reading disabilities through effective early reading instruction and improving early and appropriate placement in special education.

Timeline

2002–2006

Participants

Follows three cohorts of students from kindergarten to third grade

Sites

Elementary schools in Del Valle

Outcomes

Cavanaugh, C. L., Kim, A.-H., Wanzek, J., & Vaughn, S. (2004). Kindergarten reading interventions for at-risk students: Twenty years of research. Learning Disabilities Journal: A Contemporary Journal, 2(1), 9–21.

Chard, D., Stoolmiller, M., Harn, B. A., Wanzek, J., Vaughn, S., Linan-Thompson, S., & Kame’enui, E. J. (2008). Predicting reading success in a multi-level school-wide reading model: A retrospective analysis. Journal of Learning Disabilities, 41, 174–188.

Denton, C. A., & Vaughn, S. (2003). Bringing research-based practice in reading intervention to scale. Learning Disabilities Research & Practice, 18, 201-211.

Hjelm, J., Wanzek, J., & Vaughn, S. (in press). Preventing and remediating reading difficulties for elementary and secondary students. In G. D. Sideridis & T. A. Citro (Eds.), Best practices in learning disabilities: Volume 2.

Murray, C. S., Woodruff, A. L., & Vaughn, S. (2010). First-grade student retention within a 3-tier reading framework. Reading & Writing Quarterly, 26, 26–50.

Vaughn Gross Center for Reading and Language Arts at The University of Texas at Austin. (2005). Implementing the 3-Tier reading model: Reducing reading difficulties for kindergarten through third grade students (2^nd ed.). Austin, TX: Author.

Vaughn Gross Center for Reading and Language Arts at The University of Texas at Austin. (2005). Introduction to the 3-Tier Reading Model: Reducing reading difficulties for kindergarten through third grade students (4th ed.). Austin, TX: Author.

Vaughn, S. (2002). Using response to treatment for identifying students with learning disabilities. In R. Bradley, L. Danielson, & D. P. Hallahan (Eds.), Identification of learning disabilities: Research to practice (pp. 549-554). Mahwah, NJ: Lawrence Erlbaum Associates.

Vaughn, S., & Briggs, K. L. (Eds.). (2003). Reading in the classroom: Systems for the observation of teaching and learning. Baltimore, MD: Brookes.

Vaughn, S., & Fuchs, L. S. (2003). Redefining learning disabilities as inadequate response to instruction: The promise and potential problems. Learning Disabilities Research & Practice, 18, 137-146.

Vaughn, S., & Linan-Thompson, S. (2003). Group size and time allotted to intervention: Effects for students with reading difficulties. In B. R. Foorman (Ed.), Preventing and remediating reading difficulties (pp. 299–324). Baltimore, MD: York Press.

Vaughn, S., & Linan-Thompson, S. (2003). What is special about special education for students with learning disabilities? The Journal of Special Education, 37, 140-147.

Vaughn, S., & Linan-Thompson, S. (2004). Research-based methods of reading instruction, grades K–3. Alexandria, VA: ASCD.

Vaughn, S., Linan-Thompson, S., Woodruff, T., Murray, C. S., Wanzek, J., Scammacca, N., Roberts, G., & Elbaum, B. (2008). Effects of professional development on improving at-risk students’ performance in reading. In C. Greenwood, T. Kratochwill, & M. Clements (Eds.), Elementary schoolwide prevention models (pp. 115–142). New York, NY: Guilford Press.

Vaughn, S., Wanzek, J., & Denton, C. (in press). Teaching elementary students with learning disabilities. In L. Florian (Ed.), Handbook of Special Education.

Vaughn, S., Wanzek, J., & Fletcher, J. M. (in press). Multiple tiers of intervention: A framework for prevention and identification of students with reading/learning disabilities.

Vaughn, S., Wanzek, J. W., Linan-Thompson, S., & Murray, C. S. (2007). Monitoring response to intervention for students at-risk for reading difficulties: High and low responders. In S. R. Jimerson, M. K. Burns, & A. M. Van Der Heyden (Eds.), The handbook of response to intervention: The science and practice of assessment and intervention (pp. 234–243). New York, NY: Springer Science.

Vaughn, S., Wanzek, J., Murray, C. S., Scammacca, N., Linan-Thompson, S., & Woodruff, A. L. (2009). Response to early reading intervention: A regression discontinuity design examining higher responders and lower responders. Exceptional Children, 75(2), 165–183.

Vaughn, S., Wanzek, J., Woodruff, A. L., & Thompson, S. (in press). A three-tier model for preventing reading difficulties and early identification of students with reading disabilities. In D. H. Haager, S. Vaughn, & J. K. Klingner (Eds.), Validated reading practices for three tiers of intervention. Baltimore, MD: Brookes.

Wanzek, J., Roberts, G., Linan-Thompson, S., Vaughn, S., Woodruff, A. L., & Murray, C. S. (in press). Differences in measures of high stakes reading achievement and the effects on oral reading fluency progress monitoring. Assessment for Effective Intervention.

Wanzek, J., & Vaughn, S. (2007). Research-based implications from extensive early reading interventions. School Psychology Review, 36, 541–561.

Wanzek, J., & Vaughn, S. (2008). Response to varying amounts of time in reading intervention for students demonstrating insufficient response to intervention. Journal of Learning Disabilities, 41, 126–142.

Wanzek, J., & Vaughn, S. (2009). Students demonstrating persistent low response to reading intervention: Three case studies. Learning Disabilities Research and Practice, 24, 151–163.

Wanzek, J., & Vaughn, S. (2010). Research-based implications from extensive early reading interventions. Reprinted with permission in T. A. Glover, & S. Vaughn (Eds.), The promise of response to intervention: Evaluating current science and practice. New York, NY: Guilford Press.

Wanzek, J., & Vaughn, S. (in press). Is a three-tier reading intervention model associated with reduced placement in special education? Remedial and Special Education.

Wanzek, J., Vaughn, S., Kim, A.-H., & Cavanaugh, C. L. (2006). The effects of reading interventions on social outcomes for students with reading difficulties: A synthesis. Reading and Writing Quarterly, 22(2), 121–138.