![]() ![]() ĭecisions on who receives an intervention and which intervention they receive are unclear or based on inappropriate beliefs and unscientific criteria. Interventions delivered later are more intensive, time-consuming and costly, and may not be as effective as those delivered earlier, especially in addressing word- and text-reading fluency. ![]() When interventions are delayed, their effectiveness can be reduced, and the critical period when future lifelong reading difficulties could have been prevented is lost. When boards do use evidence-based interventions, they often provide them too late and only to a limited number of students. These in-house programs have not been adequately evaluated to establish confidence in their effectiveness, or to support their continued use. Some boards have developed their own approaches, but these are isolated, incomplete and ad hoc. These programs mirror instruction approaches that do not work in the classroom. Their first line of action is to provide ineffective commercial programs that have little basis in science. Yet, the inquiry found that schools are not providing these interventions. In Ontario, many young students need interventions targeting foundational word-reading skills because classroom instruction is not based on research science. Although all inquiry school boards reported using an RTI/MTSS framework, they are not implementing the key aspects and elements that make up a successful tiered framework. See section 8, Curriculum and instruction and section 9, Early screening. To be effective, this framework must include classroom instruction, assessment and intervention practices that are all consistent with current reading science. An RTI/MTSS framework alone does not ensure success in teaching all students to read. Įvidence-based reading interventions are a necessary part of an effective Response to Intervention (RTI)/Multi-tiered System of Supports (MTSS). With effective classroom instruction and early interventions, fewer students will need interventions in the older grades, where they are more time-consuming and can be less effective. Students in all grades, from Kindergarten to high school, should have access to effective interventions for reading difficulties. When reading interventions are early, evidence-based, fully implemented and closely monitored, they are highly effective in reducing reading failure.
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