Are multitiered reading interventions (MTI) effective for reading improvement?

From the Guidelines

Multitiered reading interventions are generally effective for improving reading outcomes in struggling readers, with the most recent and highest quality evidence supporting their use. These interventions work by providing increasingly intensive and targeted support based on student needs, typically organized in three tiers: universal instruction for all students (Tier 1), targeted small-group interventions for at-risk students (Tier 2), and intensive individualized interventions for students with significant difficulties (Tier 3) 1. The effectiveness of this approach stems from its systematic identification of struggling readers through regular screening and progress monitoring, allowing educators to match instruction to specific skill deficits.

Some key points to consider when implementing multitiered reading interventions include:

• Explicit instruction in phonemic awareness, phonics, fluency, vocabulary, and comprehension strategies is crucial for optimal results
• Interventions should be implemented with fidelity, provide sufficient instructional time (typically 20-40 minutes daily for Tier 2,45-60 minutes for Tier 3), and be delivered by trained personnel
• Early implementation is crucial, as reading difficulties become more resistant to intervention as students age
• Schools implementing multitiered reading interventions should ensure consistent assessment practices, data-based decision making, and coordination between general education and specialized instruction to maximize effectiveness

While the evidence from the provided studies does not directly address multitiered reading interventions, the principles of effective instruction and intervention design can be applied to this context. For example, the use of multiple instructional techniques, such as those described in 1, can be effective in improving knowledge and skills. However, the most recent and highest quality evidence, such as 1, suggests that multifaceted interventions, which include a combination of strategies such as audit and feedback, reminders, education, and pay for performance, may be the most effective approach.

In the context of multitiered reading interventions, this might involve using a combination of explicit instruction, progress monitoring, and data-based decision making to provide targeted support to struggling readers. Overall, the evidence suggests that multitiered reading interventions can be an effective way to improve reading outcomes for struggling readers, and should be implemented with fidelity and consistency to maximize their effectiveness.

From the Research

Effectiveness of Multitiered Reading Interventions

• Multitiered reading interventions have been shown to be effective in improving reading outcomes for students at risk for reading difficulties 2.
• A study published in the Journal of Learning Disabilities found that a multitiered instruction and intervention model resulted in significant, positive effects on students' decoding and fluent reading, as well as potentially positive effects on reading comprehension and total reading achievement 2.
• Another study reviewed the current research base on response to intervention (RTI) frameworks in primary-grade reading and identified areas in need of research, including the conditions under which early reading interventions are most effective in RTI contexts 3.

Key Components of Effective Multitiered Reading Interventions

• Explicit instruction and increased practice opportunities for students in Tier 1 have been shown to enhance core reading instruction 2.
• Providing an additional 30-min daily small group intervention with content highly aligned with the Tier 1 core reading program has been found to be effective for at-risk readers 2.
• Multicomponent interventions, which address multiple aspects of reading, have been found to predict significant effects for both comprehension and foundational outcomes 4.

Considerations for Implementing Multitiered Reading Interventions

• The intensity of interventions, including hours of intervention, group size, and individualization, may impact effects, but systematic evidence is limited 4.
• Interventions implemented in very small groups have been found to predict larger comprehension outcomes 4.
• More research is needed to examine the quality of school-provided reading instruction and how the severity of reading difficulties may impact effects of more intensive interventions 4.