ABSTRACT
Under the Response to Intervention model (see Chapter 1) children who appear to be struggling with reading during the first year of school, even though they are receiving high-quality differentiated instruction, are soon given regular additional intensive tuition in small groups of up to five students. These groups are often referred to as ‘booster classes’. The supplementary methods of instruction used at this Tier 2 level are research-based and of proven efficacy. The students’ progress is closely monitored and when a child begins to read at or above the standard expected for his or her age, the additional support is phased out. Those who do not respond well are provided with Tier 3 intensive individual instruction.
