Tier 3 Reading Interventions for Elementary School:
A child with a deficit in phonemic awareness may be able to pronounce sounds correctly, but has trouble analyzing what sounds are part of a word, and in what order they occur because they lack awareness of the sound structure of words.
Phonemic Awareness: If students didn't respond positively to Tier 2 interventions, intensify intervention:
If needed, adjust the sequence of the lesson to focus on an easier skill before moving into a more complex skill (i.e.-instruct on phoneme blending before phoneme deletion
Smaller group size: 1-3 students
Lessons should be provided by a specialist in the particular area of weakness other than the classroom teacher
Provide intervention 4-5 days per week for 45 minutes to 1 hour outside the classroom
Adjust the pace of the lesson by offering more time for students to practice the target skill, than what is offered in Tier 2
Concentrate on a smaller set of targeted reading skills
Progress monitor weekly to assess student's proficiently level in phonics
Tier 3 Phonics and Language systems:
A child with a deficit in phonics is having a difficult time recognizing sounds and blending those sounds to form written words or decode words in print.
If students didn't respond positively to Tier 2 interventions, intensify intervention:
If needed, adust the sequence of the lesson to ocus on an easier skill before moving into a more complex skills (i.e. instruct on short vowels before long vowels)
Smaller group size: 1-3 students
Lessons should be provided by a specialist in the particular area of weakness other than the classroom teacher
Provide intervention 4-5 days per week for 45 minutes to 1 hour outside the classroom
Adjust to the pace of the lesson by offering more time for students to practice the target skill, that what is offered in Tier 2
Concentrate on a small set of targeted phonic skills
Progress monitor weekly to assess student's proficiently level in phonics
Tier 3 Phonics and Language Systems:
Children without an understanding of syntax will place words in an order that doesn't make sense when they write, read and/or communicate.
If students didn't respond positively to Tier 2 interventions, intensify intervention:
If needed, adjust the sequence of the lesson to focus on an easier skill before moving into a more complex skills (i.e. instruct on short vowels before long vowels)
Smaller group size: 1-3 students
Lessons should be provided by a specialist in the particular area of weakness other than the classroom teacher
Provide intervention 4-5 days per week for 45 minutes to 1 hour outside the classroom
Adjust to the pace of the lesson by offering more time for students to practice the target skill, that what is offered in Tier 2
Progress Monitor weekly to assess student's proficiency level (Use an oral reading passage have students to reread passage aloud while teacher completes a miscue analysis to determine students understanding of syntax)