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TIERED SUPPORT in the classroom
TIERED SUPPORT in the classroom
Tier 1 – Universal: Evidence-based literacy teaching and learning. For learners experiencing difficulties, plan to provide:
specific, targeted teaching as part of the learning programme
frequent progress monitoring
flexible groups for differentiated learning.
Tier 2 – Targeted: More deliberate and direct approaches to support learners, whānau, and educators.
Typically taking place alongside peers, these more targeted small-group supplementary supports include:
intensive instruction in identified area(s) of need, sometimes from a support teacher
frequent individual progress monitoring
extra support, which may be 2–3 hours a week.
Tier 3 – Individualised: More tailored supports for the specific needs of learners, within their contexts.
This teaching approach is personalised, multisensory, structured, and sequential. Individualised support may include programmes supported by specialist teachers such as Resource Teachers of Literacy and Resource Teachers of Learning and Behaviour.
Intervention is for those students who require additional support on top of good Tier 1 instruction. These students may or may not have a diagnosis or SLD.
Folding Back when students have difficulty
Folding Back when students have difficulty
"Folding Back" is a teaching approach that seeks to balance the needs of challenging students with the appropriate support to help them develop their problem-solving skills and learning abilities. By doing so, educators can promote deeper understanding and increase students' confidence in overcoming obstacles.
Reading difficulties
Reading difficulties
Quote from slide 3 (right) and link to complete TEXT Moats, L. (N.D.) When older students can't read. Retrieved from link
"If children receive instruction in phonological and alphabetic skills and learn to apply that knowledge to decoding words, they are very likely to succeed at reading. Once children fall behind, they seldom catch up, a reason [to] promote early intervention to prevent reading problems. Reading level in 1st grade, moreover, is an astonishingly good predictor of reading achievement into high school (Catts et al., 1999; Cunningham and Stanovich, 1997; Shaywitz et al, 1999; Fletcher et al. 1994). Reading failure begins early, takes root quickly, and affects students for life."
Reading Difficulties fuRther explained
Reading Difficulties fuRther explained
Click on the down arrow to access more resources for Reading Difficulties further explained
The above graph helps to deepen understanding of what assessments might be needed to further understand reading difficulties. If we use the Simple View of Reading (refer here), which highlights the interaction between language comprehension and word recognition. Graphing these processes helps visualize this interaction. Firstly think of a student and their difficulty or ease with each process.
Look at this on a graph:
A point on the word recognition line's far left shows great decoding difficulty.
A point in the middle indicates moderate difficulty or ease.
A point on the far right denotes automatic and effortless word recognition.
The same applies to the language comprehension line (top to bottom). This method helps illustrate a student's reading abilities more clearly.
Utilising four quadrants to frame our observations and assessments of students' reading behaviours is a powerful tool. Information from reading spelling lists and oral reading fluency probes provides valuable insights into word recognition. Additionally, assessments measuring vocabulary, metacognition skills, and background knowledge offer crucial information on language comprehension. By plotting readers as points on a graph, we can gain a comprehensive understanding of students' reading profiles. Similarly, plotting multiple students on a scatter plot can effectively illustrate the overall composition of a classroom.
Tunmer, W.E., & Greaney, K.T. (2010). Defining Dyslexia. Journal of Learning Disabilities, 43, 229 - 243. Link
Dyslexia
Dyslexia
Definition Dylexia: Dyslexia is a specific learning disability that is neurobiological in origin. It is characterised by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge. (IDA, 2002)
Click on the down arrows to access more resources for Dyslexia.
In addition to providing information, SPELD assessors can formally diagnose dyslexia and support students with ongoing one-to-one tutoring. In certain circumstances, financial assistance may be available for assessment and tuition.
The Dyslexia Foundation of New Zealand (DFNZ) was formed in November 2006 to provide a voice for and services to the estimated one in ten New Zealanders with dyslexia and those supporting them. The Foundation works in education, justice, family, wellbeing, and the workplace. This website contains information including recognising and understanding dyslexia, diagnosis, characteristics, strengths, and where to find support.
The Speld New South Wales site contains helpful advice and information on identification, interventions, and adjustments that benefit all students through whole-class teaching. The site also includes information about dysgraphia, dyscalculia, and ADHD.
The Guide to Dyslexia and Learning within the Inclusive Education section of TKI contains information on how to implement a school wide approach, strategies for different year levels up to Year 13 and supporting Literacy and Numeracy at NCEA level.
Where to buy the book Link
Right is the SIMPLE VIEW OF READING in relation to READING DIFFICULTIES talked about on slide 9 . This table is from "The New Zealand Dyslexia Handbook" (see left).
Image Source: White Paper
Dr Louisa Moats about Dyslexia
Dr Louisa Moats about Dyslexia
(56 minute watch)
Carla chit chats with Dr Louisa Moats about Dyslexia and the crucial nature of teaching SPELLING. Teachers MUST know what they are doing. They MUST be gifted with the knowledge to teach every child they sit across from.
Hyperlexia
Hyperlexia
Definition Hyperlexia: when a student can read at levels far beyond those expected for their age.
“Hyper” means better than,
“lexia” means reading or language.
A student with hyperlexia might figure out how to decode or sound out words quickly but not understand or comprehend what they’re reading. They will also have communication or speaking skills that are below their age level. Some students have hyperlexia in multiple languages but have below-average communication skills.
Hyperlexia is often, but not always, linked to ASD. (Source: https://www.healthline.com )
Helping children with autism and hyperlexia learn to understand what they read
Helping children with autism and hyperlexia learn to understand what they read
Click on the down arrow to access more resources for Hyperlexia.
Above is a BLOG which unpacks Hyperlexia
(7 minute read)
Q&A that unpacks helping children with autism and hyperlexia learn to understand what they read
Right is a SUPPORTING VIDEO which unpacks Hyperlexia
(32 minute watch)
It supports the understanding of early signs, diagnosis and treatments for Hyperlexia.
Developmental Language Disorder
Developmental Language Disorder
Definition Developmental Language Disorder: The DSM-5 (Diagnostic and Statistical Mental Disorder) defines DLD as 'persistent difficulties in the acquisition and use of language across modalities (i.e., spoken, written, sign language, or other) due to deficits in comprehension or production that include the following: reduced vocabulary (word knowledge and use)'.
Click on the down arrow to access more resources for Developmental Language Disorder (DLD).
This Education Hub (NZ) article unpacks DLD and discusses its impact, what to look for and how to support.
Above is a SUPPORTING VIDEO for DLD
(23 min watch)
This follows Ryan Kalifa's journey through living with DLD and tells the story of how it has affected his life and childhood.
The DLD Project - an online platform that distributes evidence-based information, resources, and training created by contributors worldwide.
Offering loads of free and paid tools and resources to support the DLD community.
Catch-Up Literacy
Catch-Up Literacy
Kerry Heppenstall 2015.pdfAbove is a ADDITIONAL Reading by Kerry Heppenstall quoted on Slide 9 (1 hour read)
Above is an ADDITIONAL Blog Post on Catch-Up reading - Slide 9 (13 min read)
Further Reading - catch up learners
Further Reading - catch up learners
Click on the down arrow
Shanahan on Literacy - website
Dr Olwyn Johnson The Reading Doctor (NZ) - Facebook - resources, lessons, discussions about evidence and more! The Kiwi Reading Doctor
Reading Rockets. Looking at Reading Interventions. Website
Extras
Extras
Alison Clarke (Speech Pathologist - Australia) blog post
Alison Clarke (Speech Pathologist - Australia) blog post
(15 minute read)
(15 minute read)
Blog post about the importance of phonemic awareness and phonics teaching for beginning and struggling readers and spellers by the Spelfabet team (Australia). It emphasises the need for teachers to have the skills and resources to teach children to read and spell confidently. The passage also highlights the importance of building decoding skills for strong readers and spellers.
Screening for Early Literacy Milestones and Reading Disabilities
Screening for Early Literacy Milestones and Reading Disabilities
(20 minute read)
(20 minute read)
In Figure 1, you see how screening at the beginning of the year is followed by RTI (Response to Intervention) components within a general MTSS (Multi-tiered Systems of Support) framework. Students with dyslexia and other reading difficulties require structured, explicit, high-frequency intervention. The core components of instruction are the same for all children, whether they experience reading failure or not. High-quality reading instruction in Tier 1 benefits all children and is the crucial first step in implementing a preventive model in an educational setting. It is important to remember that children may receive high-quality intervention in Tiers 2 and 3; however, if Tier 1 instruction is flawed and ineffective, the outcomes of these intervention efforts are diminished.
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