No single teaching method will be effective for all students. This is why the Ontario Ministry of Education suggests the use of a “Tiered Approach” model to support learning. (Outside of Ontario, this is sometimes referred to as Response to Intervention, or RTI.) .
The Tiered Approach is a model of support that becomes progressively more intensive, precise, and personalized for students who are having difficulty learning.
Foundational classroom instruction is the starting point—all students receive evidence-based instruction. If a student or group of students is struggling to understand and master key skills and concepts, they can be supported with increasing intensity across the different tiers. The same key skills and concepts are taught; but students may receive support in smaller groups, with more focused intervention, or through a more intensive program. Students receive support at the tier that matches their needs.
A tiered approach is only effective if:
- Interventions are evidence-based, and
- Key elements are in place, such as universal screening, progress monitoring, data collection, and standardized decision-making procedures.
Research by Vaughn, Linan-Thompson, and Hickman (2003) found that a tiered instructional model can significantly improve students’ decoding skills, reading fluency and reading comprehension. Most students in their study reached grade-level expectations after receiving Tier 2 support. [2]
A related study by Vaughn et al. (2003c) examined the effect of teacher-to-student ratios on reading instruction for students with reading difficulties. While smaller group sizes generally showed better outcomes overall, there was no significant difference between groups with a 1:3 and 1:1 group sizes. These findings suggest that reducing group size can significantly support learning, particularly for students at risk of reading disabilities—without always requiring one-on-one instruction. [3]
Learn more: Explore LD@school’s Viewer’s Guide, on the Tiered Approach. The guide includes interviews with classroom teachers, resource teachers, principals, a special education coordinator and a superintendent of education, each of whom discuss tier 1, tier 2, and tier 3 reading interventions utilized by the Thunder Bay Catholic District School Board (TBCDSB).