Tiered supplemental reading intervention delivered by trained tutors outside the regular classroom¶

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

Description¶

The intervention consisted of supplemental tutoring provided by trained project research staff outside the regular reading classroom, with dosage differing by tier: "For Tier 2, students received intervention twice a week for 30 minutes in groups of 4-7. For Tier 3, students received intervention four days a week for 45 minutes in groups of 1-3." In each 8-week session tutors emphasized different skills. Fidelity ratings for tutors ranged from .77 to .98 (M = .89), and inter-rater reliability for coding videotaped instruction was 98.1%.

Design Implications¶

Context¶

Requirements¶

Trained tutor staff delivering sessions outside the regular reading classroom
Fidelity monitoring via checklist on timing, pacing, mastery and error correction

Constraints¶

Target Learners¶

First-grade students eligible for Tier 2 or Tier 3 reading intervention

Learning Goals¶

Early reading skills emphasized in rotating 8-week skill focuses

Claims¶

Tier 2 dosage and scheduling findings are mixed: more frequent kindergarten sessions helped, but first-grade studies found no outcome differences across 16-hour and 32-hour schedules [~M]

Embedded high-dosage tutoring pattern: small ratios, in-schedule sessions, and classroom-aligned sequencing

Examples¶

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Key Sources¶

Al Otaiba, S., Connor, C. M., Folsom, J. S., Wanzek, J., Greulich, L., Schatschneider, C., & Wagner, R. K. (2015). To Wait in Tier 1 or Intervene Immediately: A Randomized Experiment Examining First Grade Response to Intervention (RTI) in Reading. SREE Spring 2015 Conference. https://www.sree.org

Page metadata

Field	Value
`type`	`design`
`id`	`tiered-tutor-reading-intervention-dosage`
`title`	`Tiered supplemental reading intervention delivered by trained tutors outside the regular classroom`
`description`	`The intervention consisted of supplemental tutoring provided by trained project research staff outside the regular reading classroom, with dosage differing by tier: "For Tier 2, students received intervention twice a...`
`status`	`review`
`generated`	by `process:settle-candidates` on `2026-11-01`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `al-otaiba-2015`

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