Instructional Matching at Tier 3 Using Evidence-Based Literacy Practices

During this session, participants will examine the tier 3 problem solving process within the context of response to intervention and review the critical instructional design features required for tier 3 instruction. Learner profiles related to morphological/syntax-phonological-orthographic (oral and written language disabilities), phonological-orthographic (dyslexia), and orthographic-only (dysgraphia) instructional needs will be presented, and a conceptual framework for selecting tier 3 interventions will be discussed. Overall, interventions related to oral language, spelling-reading, transcription, and composition will be highlighted and a standard protocol approach to intervention will be emphasized.