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Intensified Tier II design: narrowed content targets, smaller groups, separated strands, and progress-monitoring-based pacing

Design · All designs
Evidence · 1 claim (1 for) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description

This design pattern describes how the authors revised their Tier II preschool intervention between studies. They narrowed content within each strand "to allow more time on topic across fewer distinct content targets", reduced the maximum small-group size from 6 to 4 children, separated phonological awareness and print knowledge into distinct strands, and added regular progress-monitoring assessments that determined whether groups advanced or repeated lessons. Lesson plans also explicitly included upward and downward scaffolding instructions so within-group instruction could be differentiated.

Design Implications

Context

Requirements

  • Detailed written lesson plans describing daily activities, duration, and scripts; interventionists trained (approximately 20 hours in Study 2) with audio-recorded sessions reviewed for fidelity and weekly feedback

Constraints

  • Evaluated with 11-week small-group supplemental instruction for preschoolers already failing to progress under an evidence-based Tier I curriculum in Title I preschools

Target Learners

  • preschool children at significant risk of reading difficulties identified via RTI screening

Learning Goals

  • phonological awareness, print knowledge (letter names and sounds), and oral language/vocabulary

Claims

Examples

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Key Sources

  • Lonigan, C. J., & Phillips, B. M. (2016). Response to Instruction in Preschool: Results of Two Randomized Studies with Children At Significant Risk of Reading Difficulties. Journal of Educational Psychology. https://doi.org/10.1037/edu0000054
Page metadata
Field Value
type design
id intensified-tier2-narrowed-progress-monitored-design
title Intensified Tier II design: narrowed content targets, smaller groups, separated strands, and progress-monitoring-based pacing
description This design pattern describes how the authors revised their Tier II preschool intervention between studies.
status review
generated by process:settle-candidates on 2026-10-25
trust unverified — no one has confirmed this page's content
sources 1 — lonigan-2016

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