Assisting Students Struggling with Reading: Response to Intervention (RtI) and Multi-Tier Intervention in the Primary Grades

We checked this card's citation and the finding we state against the source's own page or record in October 2026.

What it found

A What Works Clearinghouse panel made five recommendations for tiered reading support in the primary grades. It rated the evidence Strong for intensive, systematic small-group teaching of up to three foundational skills for students below the screening benchmark; Moderate for screening everyone twice a year; and Minimal for differentiated time for all students, monthly progress monitoring and daily intensive tier 3 instruction.

The recommendations and the panel's ratings

1. 1. Screen all students for potential reading problems at the beginning of the year and again in the middle of the year. Moderate evidence
2. 2. Provide time for differentiated reading instruction for all students based on assessments of students’ current reading level. Minimal evidence
3. 3. Provide intensive, systematic instruction on up to three foundational reading skills in small groups to students who score below the benchmark on universal screening (tier 2). Strong evidence
4. 4. Monitor the progress of tier 2 students at least once a month. Minimal evidence
5. 5. Provide intensive instruction on a daily basis that promotes the development of the various components of reading proficiency to students who show minimal progress after a reasonable time in tier 2 (tier 3). Minimal evidence

What kind of study it is

Design

Practice guide

Weight

Each recommendation counts by the panel's own rating: Strong as a synthesis, Moderate as a trial, Minimal as context.

Who

School-age children (K–12)

Read it

ies.ed.gov/ncee/wwc/PracticeGuide/3 · ERIC record ED504264

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Cited in the Library

• Differentiated instruction
• MTSS and RTI (tiers of support)