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Research Report

Using the Instructional Level as a Criterion to Target Reading Interventions

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The instructional hierarchy offers a useful framework for targeting academic interventions. Within this framework, the with which a student reads might function as an indicator that the student should receive an that focuses either on accuracy or on . The current study examined whether the instructional level for reading (93%–97% of words read correctly) could be used to target interventions that first facilitated accurate responding and subsequently facilitated faster rates of fluency growth. Each of 3 third-grade students had faster growth rates in the second phase of a fluency-focused reading intervention following an intervention that resulted in the students reading at least 93% of the words correctly. We discuss implications and limitations of the current study for applying the instructional hierarchy and the instructional level to target reading interventions.

Citation

Parker, D. C., & Burns, M. K. (2014). Using the instructional level as a criterion to target reading interventions. Reading and Writing Quarterly, 30(1), 79-94. 

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