Evidence-Based Strategies

Early identification of dyslexic characteristics in students is essential, as it enables timely intervention strategies that help mitigate challenges and foster better academic outcomes (Roitsch & Watson, 2019). Response to Intervention (RTI) is an evidence-based model in which all students are screened for reading difficulties, their reading progress is monitored, and interventions are provided based on their response to progress monitoring assessments (Daniel et al., 2024). Within this approach, dyslexia diagnoses are based on an observable reading lag, inadequate growth in reading in general instructional settings, and an inadequate response to small group or one-on-one evidence-based reading interventions (de Jong, 2020). Research demonstrates that RTI is most effective when informed by student assessment data to identify which students require differentiated instructional supports for fluency and decoding (Fine et al., 2021).

Reading assessments that help identify reading difficulties include the Comprehensive Test of Phonological Processing (CTOPP), which measures phonological coding; the Delis-Kaplan Executive Function System (D-KEFS) Word Form Inhibition and Verbal Fluency Letters subtests; and the Gray Oral Reading Test, Fifth Edition (GORT-5), which assesses the accuracy and rate of oral reading of connected text (Roitsch & Watson, 2019). These assessments provide valuable data that can inform teachers' ability to implement high-quality, differentiated instruction. Through analysing this data, teachers can identify dyslexic traits and implement targeted interventions to support students.

(American Academy, 2016)

The Multi-Tiered System of Support (MTSS) consists of three tiers that use evidence-based and high-quality instruction to meet the needs of all learners (Bruin et al., 2023). In Tier 1, all students receive high-quality, evidence-based instruction within the general classroom environment (Jimerson et al., 2016). Support in this tier may incorporate Rosenshine’s (2012) principles of instruction, such as presenting new material in small steps, asking questions to check student understanding, modelling tasks, and providing scaffolding for complex tasks.

Tier 2 provides targeted support for students struggling to master curriculum skills. For example, students experiencing difficulty with reading receive small-group interventions, typically lasting around 30 minutes each day, with explicit, teacher-led instruction (Fine et al., 2021). These interventions address specific academic challenges and provide additional practice and reinforcement.

In Tier 3, students requiring intensive intervention receive frequent, individualized support. This tier targets students who need significant help, such as those with dyslexia, by offering personalized strategies to meet their unique learning needs (Bruin et al., 2023). For example, students with dyslexia might benefit from accommodations like cheat sheets, reading pens, or additional time to complete written tasks. Through ongoing assessments, teachers can determine the appropriate level of support for each student, ensuring that students with dyslexia receive the necessary interventions to succeed in all areas of education.