DYSLEXIA WITHIN RTI

A guide for identifying and providing instruction to students

with characteristics of dyslexia in grades K - 3

Timothy N. Odegard
Jennifer Cooper
Melinda Hirschmann
Erin Alexander
 DYSLEXIA WITHIN RTI
A guide for identifying and providing instruction to students
with characteristics of dyslexia in grades K - 3

FIRST EDITION

Timothy N. Odegard
Jennifer Cooper
Melinda Hirschmann
Erin Alexander

Middle Tennessee State University

Copyright © 2017, Middle Tennessee State University
All rights reserved. Unless authorized in writing by Middle Tennessee State University, no part of this pub-
lication may be reproduced or used in any manner inconsistent with the Tennessee Center for Dyslexia
copyright.
Correspondence about the use of any part of this publication should be directed to Middle Tennessee State
University.
Dyslexia within RTI
200 N. Baird Lane
Murfreesboro, TN 37132
Table of Contents
1 Characteristics of Dyslexia
3 Response to Instruction / Intervention
11 Progress Monitoring

Supplemental Materials BlackLine Masters

S1 Oral passage reading: Word Structure Analysis
S3 Student Literacy Profile: Summary of Skills
S5 Repeated Reading Student Chart
S7 Phonological Awareness Instruction Guide
S9 Letter Knowledge and Phonics Instruction Guide
S11 Decoding and Spelling Instruction Guide
S13 Reading Fluency instruction Guide
 Characteristics of Dyslexia 1

CHARACTERISTI CS
OF DYSLEXIA
  SECTION 1
What is dyslexia? However, they can memorize from word reading tasks to mea-
words and read words by sight, sures of text reading fluency and
Dyslexia is the most well
although they learn these words comprehension.
researched learning difference,
more slowly than typically devel- Students with dyslexia continue
having been characterized at the
oping readers. Also, the process- to memorize words and rely on
behavioral and neurobiological
ing differences that cause dys- their comprehension skills to fill
levels. It is associated with
lexia do not directly impair their in gaps and predict words in text.
processing differences that
ability to comprehend language. Some can at times read enough
negatively impact the ability of
individuals to learn how to read What Does Dyslexia Look words to have a sufficient fluency
and spell words accurately. Like? score and correctly answer com-
Individuals with dyslexia In the early grades, students with prehension questions. In these
struggle to read words dyslexia often perform well when instances, it is important to check
accurately and / or fluently, reading text made up of high the accuracy scores for measures
in spite of receiving the same frequency words that have been of reading fluency. Students with
reading instruction as their drilled for memorization. Given dyslexia often score lower on the
peers who acquire the ability to that language comprehension is accuracy portion of a reading flu-
read words. not a characteristic of dyslexia, ency assessment. When students
it is common for students with struggle to accurately read words
Dyslexia negatively impacts on measures of reading fluency,
more than reading and spelling. dyslexia to perform well when
answering comprehension ques- it is important to follow up with
However, the reading and measures of word reading accu-
spelling deficits are the learning tions about text that they can
read. racy.
differences most commonly
noticed by parents and teachers When these same students primary Reading Skills deficits
of school-aged children. are required to accurately read Associated with Dyslexia
Primary Reading Skills Deficits words that they have not memo-
rized or are asked to pronounce READING COMPREHENSION
Associated with Dyslexia
nonsense words, they typically
Educators commonly report struggle to do so, which indicates READING FLUENCY
challenges identifying students a weakness in decoding.
with dyslexia. As depicted in
In third grade and above, edu- WORD READING
the graphic to the right, the
primary reading skills deficits cators experience an additional
challenge when trying to identify SIGHT
characteristic of dyslexia are the DECODING
students with dyslexia. This is WORDS
ability to read words accurately in
isolation and fluently within text. because the tests used to gauge Areas colored red denote the primary
These individuals also struggle to how well students are performing reading skills deficits characteristic of
decode words. in the area of reading transition dyslexia

Dyslexia within RTI

 2 Characteristics of Dyslexia

Identifying Students with Students who fall into this learning disability receive
Dyslexia category are said to exhibit intensive, sustained intervention
The identification of students characteristics of dyslexia. These services to address their area
with dyslexia in any grade students will still require more of academic underachievement
occurs through the response intensive instruction than their within special education. In
to instruction and intervention peers to develop word reading many instances, the instructional
(RTI2) process. In grades K - 3, skills in support of their current focus of the intervention will not
this process is well suited to the and future academic success, change from Tier 3 to Special
identification of deficits in print even though they do not qualify Education. Special education
level reading skills that are the for services in special education. services are considered the most
hallmark of dyslexia. This is These students can receive intensive level of intervention
because the universal screening the more intensive instruction and provide eligible students
process provides educators they require within the general with legal protections under
with reliable information on education setting through RTI2. IDEA. Typically, these students
pre-reading skills (phonological Poor Responders receive accommodations
awareness and letter knowledge) and modifications, based on
Students with characteristics of individual need.
and measures of word reading dyslexia who receive intervention
accuracy. services within the general In its most severe form,
Characteristics of education setting, who exhibit dyslexia is a specific
Dyslexia minimal gains in response to learning disability. How-
Occasionally, an individual Tier 2 and Tier 3 instruction ever, it does not always
struggles to read words can be formally assessed for a cause levels of academ-
accurately or fluently, and these specific learning disability. The ic underachievement
deficits can be documented category of specific learning that result in the iden-
using various forms of data. disability includes dyslexia. This tification of a specific
However, these deficits do is because dyslexia is a cause learning disability under
not always impair academic of a specific learning disability in the Individuals with
achievement to the point of the areas of basic reading and/or Disability Education Act
qualifying the student for reading fluency. (IDEA).
services under IDEA. Students identified with a specific

Box 1.1
The processing differences that distinguish individuals with dyslexia from their typically developing peers result in
these students struggling to learn the structure of words at several levels. Individuals with dyslexia require additional
instruction to learn word structure.
Letter - Sound Associations. Typically developing readers learn that words are made up of individual sounds and that these
sounds correspond to specific letters. This forms the basis of the print-sound nature of words in English and other alphabetic
languages, and it is called the alphabetic principle. Typically developing readers readily learn the associations between letters
and sounds in response to direct phonics instruction provided as part of a core reading curriculum in the early grades.
Multi-Vowel Patterns. In addition, students with dyslexia struggle to learn multiple vowel patterns within words that are used
to represent different spoken sounds. For example, typically developing readers more quickly learn that certain pairs of vowels
produce reliable vowel sounds (e.g., ee, ea, ie), or that pairing a vowel with an r will produce certain sound patterns (e.g., ar, ir,
er). Typically developing readers also more quickly learn that certain vowels combine to produce unexpected sounds (i.e., diph-
thongs; e.g., oi, oy). These vowel patterns are taught during phonics instruction provided as part of a core reading curriculum,
and typically developing readers will learn these patterns in response to this instruction.
Complex Word Structure. As students progress beyond 3rd grade, they encounter more complex words made up of multiple
syllables. Multi-syllable words present a challenge to students with characteristics of dyslexia because when they are formed
they often result in violations to the typical patterns of sound symbol correspondences. Letters are sometimes dropped from
words, in some instances letters are added, and vowels in unaccented syllables in the final position are very often pronounced
as a schwa. Students with dyslexia who respond to direct phonics instruction in letter sound correspondence and vowel patterns
may experience deficits in accurate or efficient reading of multi-syllable words in later grades.
Spelling Patterns (i.e., orthographic structure). Students who exhibit characteristics of dyslexia also struggle to spell as well
as their peers. While their peers learn the orthographic structure (i.e., letter structure) of words, a characteristic of dyslexia is to
not learn these letter patterns as well. As a result, students with dyslexia require even more intensive direct instruction in spell-
ing than their typically developing peers.

Dyslexia within RTI

 Response to Instruction 3

R ES PO N S E to
I N ST RU CT I O N
  SECTION 2 
Specific Learning Disability
A perennial challenge that to targeted instruction to
schools have faced has been foster their academic devel- The Individuals with Disabilities
how to identify students who opment? Education Act (IDEA) defines a
struggle to develop the full specific learning disability as “a
Addressing the Challenge disorder in one or more of the basic
range of skills necessary for
academic and life success. The Response to Instruction psychological processes involved in
/ Intervention (RTI) framework understanding or in using language,
In the past, students had to wait spoken or written, that may manifest
was developed to address these
until they exhibited academic un- itself in the imperfect ability to listen,
questions.
der achievement severe enough think, speak, read, write, spell, or to
to qualify for intervention services RTI is intended to establish a
safety net, constructed from mul- do mathematical calculations.”
provided through special educa-
tion. By the time they qualified tiple sources of student informa- The Office of Special Education and
for these services, the chance tion, that catches those students Rehabilitative Services specifically
to provide early intervention had who fall behind academically. references dyslexia as a cause of
passed. The safety net is in place be- a specific learning disability, going
fore students start their first on to state that there is nothing in
In addition, not all students who IDEA that prevents the cause of a
day of kindergarten and is used
exhibited deficits in skills that sup- student’s specific learning disability
to continually match students
port areas of academic achieve- from being reported in the Individual-
with timely targeted instruction
ment qualified for special edu- ized Education Program (IEP).
of varying levels of intensity to
cation under the Individuals with
address each student’s instruc-
Disabilities Education Act (IDEA)
tional needs.
category of specific learning Interplay between
disability. Yet, these students When RTI is implemented as assessment and Instruction
still required timely, targeted in- intended with fidelity, it allows within RTI
struction of greater intensity than for students with less severe
provided in the core curriculum to forms of under achievement
support the development of the to be identified and to receive
full range of skills that support intervention within a general
areas of academic achievement. education setting. Moreover, it
This resulted in two questions allows those students who fail to Evidence Based Sources of
being asked. respond to targeted intervention Instruction Student Data
provided within general educa-
How do we identify students tion to be identified as having a
who are at risk of academic specific learning disability and
failure early? receive services through special
How do we use this infor- education.
mation to match students

Dyslexia within RTI

 4 Response to Instruction

Response to Instruction and Intervention Recommended Universal

The Tennessee Department of Education developed Screening Schedule (Grades K - 3)
and implemented the Response to Instruction and
Intervention process (RTI2), to identify students who
require additional support and intervention to acquire
the academic skills necessary for success in school Beginning of
and life. RTI2 is a multi-tiered data driven instruction Middle of Year End of Year
Year
and intervention model that uses high-quality evi-
denced-based core instruction and various sources
of information to identify students who are at risk of Survey Level Assessment Process. If a student
academic failure or who are failing academically. scores below the 25th percentile on a measure ad-
ministered as part of the universal screening process,
The intent of RTI2 is to leverage the general edu- additional measures likely will need to be collected
cation setting to provide differentiated instruction as part of the survey level assessment process.
to all students. It also provides a mechanism to These measures will be used to identify specific skill
intervene early to foster optimal development and deficits targeted as part of Tier 2 or Tier 3 interven-
academic success for those students at risk of tion. See the alignment of student to tiered instruction
academic failure. Additionally, the framework pro- figure to review how universal screening process re-
vides one means to identify those students with a lates to survey level assessment process and Tiered
specific learning disability. instruction.
Sources of Student Information within RTI2
RTI2 requires regularly occurring reviews of multiple
sources of student data to continually characterize
response to instruction of varying levels of intensity.
It relies on traditional sources of student information Alignment of Student to Tiered Instruction
available through classroom observation, student
performance on curriculum embedded assessments UNIVERSAL SCREENER
and regularly scheduled benchmark assessments to
track the transfer of core instruction to skills that are
predictive of future academic success. 25th Percentile 24th - 10th 1.5 - 2 years Behind
or Above Percentile or Below 10th Percentile
Universal Screening Process. In grades K-3, it is
recommended that nationally normed, skills based
measures be administered as part of the universal SURVEY LEVEL SURVEY LEVEL
CORE
screening process at the beginning, middle, and end INSTRUCTION ASSESSMENT ASSESSMENT
of the school year. Curriculum based measures
(CBM) that assess a student’s proficiency with vari-
CORE PLUS CORE PLUS
ous skills are typically used as part of this process. In TIER II - Skills Matched TIER III - Skills Matched
grades K-3, pre-reading skills (e.g., letter knowledge
and phonological awareness), as well as basic read-
ing skills (i.e., decoding, fluency, comprehension) are
assessed as part of the universal screening process.

UNIVERSAL SCREENING PROCESS

Universal screening is a process that uses nationally normed measures of grade level skills to help deter-
mine if a student is making sufficient progress to be successful academically. All students should take part
in the universal screening process.
SURVEY LEVEL ASSESSMENT PROCESS
The survey level assessment process is used to follow up on testing conducted as part of the universal
screening process. This additional testing is used to identify the most basic skills area deficit in order to
focus instruction for each individual student and accurately monitor response to intervention.

Dyslexia within RTI

 Response to Instruction 5

Tier 1 Tier 2 Tier 3

Instruction Entry Into Tier 2 Entry Into Tier 3
In Tier 1 of the RTI2 framework, Students who perform below There are two ways for a student
K-3 students receive high quality the 25th percentile on measures to qualify to receive Tier 3 instruc-
differentiated research based administered as part of the univer- tion: lack of sufficient progress or
reading instruction at the classroom sal screening process are given performing well below grade or age
level. Multi-sensory instruction is additional tests to identify the most level expectations.
encouraged at the K-3 level. basic skill deficit as part of the sur- Lack of Progress Students who
Instructional Dosage vey level assessment process. do not make progress in response
In Tennessee, students receive Instruction to Tier 2 intervention will be placed
120-150 minutes of core reading In addition to Tier 1 instruction, into Tier 3. Movement into Tier 3
instruction, 90 minutes of which Tier 2 students receive additional requires a minimum of 10 data
should be uninterrupted. instructional time and greater points if progress monitoring
Formal Assessment instructional intensity using a is conducted weekly or 8 data
research-based intervention that points if progress monitoring is
All students at the K-3 level are
targets the identified skill deficit conducted every other week.
screened to identify potential
weaknesses in reading skills as part areas. Well Below Expectations Stu-
of the universal screening process. Progress Monitoring dents who perform below the 10th
The administration of assessments Student progress is monitored reg- percentile on the universal screen-
three times a year helps to determine ularly with a skill-based measure to ing measure or who are more than
a student’s ongoing instructional determine the efficacy of interven- 1.5 to 2 grade levels behind may be
needs. tion at remediating the identified placed in Tier 3 without having to
skills deficits. Progress is monitored first progress through Tier 2.
Informal Assessment
In addition to the regularly scheduled weekly or every other week. Instructional Dosage
benchmark assessments, student Instructional Setting Students in Tier 3 receive more
performance on regularly occurring The intervention should be deliv- intensive skill-based intervention
curriculum embedded measures is ered with fidelity in a small group provided by highly-trained
used to gauge how well they are format by highly-trained personnel. personnel for a period of 40-60
learning the skills being taught as minutes per school day.
part of the core curriculum. Such Instructional Dosage
Progress Monitoring
student information is used to Students receive Tier 2 intervention
Progress monitoring is conducted
differentiate the core instruction and daily. The minimum instructional
to determine the effectiveness of
to help identify those students in time for Tier 2 intervention is 30
the intervention to remediate the
need of Tier 2 or Tier 3 instruction. minutes per session for grades K-3.
student’s skills deficits.

Accommodations: Students do not have to qualify for special education to receive accommodations. Students
at every Tier may receive accommodations. Such accommodations can help students access grade level instruc-
tion and demonstrate their potential in the core curriculum.

Increasing Intensity (Tier 2 to Tier 3)

If a student fails to make progress after four weeks of intervention in Tier 2, the intensity of the intervention should be
increased until an effective level of intervention is reached. Intervention may be intensified by:
1) Increasing frequency of intervention sessions (e.g., a student who receives RTI in both reading and math with 2 days
of reading and 3 days of math increases frequency in reading by changing to 3 days of reading and 2 days of math).
2) Changing the time of day intervention is delivered (e.g., RTI period moved from afternoon to morning).
3) Changing the intervention provider (i.e., intervention providers should be highly trained, and the intervention should
be implemented with fidelity).
4) Changing interventions (e.g., moving from a computer based phonics program to a structured literacy program).
5) Changing duration of intervention sessions (e.g., moving from 30 minutes to 60 minutes).

Dyslexia within RTI

 6 Response to Instruction

DEVELOPMENTAL CONTINUUM OF PRINT LEVEL READING SKILLS K-3

GRADE (AGE)
PRE K K K/1 1/2 2/3 3
(3) (4) (5) (6) (7) (8) (9)
Print Awareness
PA-Word
PA-Rhyme
PA Syllable
PA-Onset Rime
PA-Phonemes
Letter Names
Letter-Sound Correspondence
Alphabetic Principle
Decoding
Sight words
Reading Fluency
Spelling Letter Name
Spelling Within Word
* This graphic was developed based on a review of empirical research investigating reading. Academic language
skills (i.e., vocabulary, listening comprehension, etc.) develop in parallel to print level reading skills.

Universal Screening and Survey Level Due to the need for these characteristics, the assess-
Assessment Process of Reading Skills ments used for the universal screening and survey
level assessment processes often are curriculum
Phonological awareness, letter knowledge, decoding, based measures.
fluency, vocabulary, and reading comprehension are
components of reading. While deficits in any of these Measurement Selection for the Universal
areas may contribute to reading difficulties, the de- Screening and the Survey Level Assessment
velopment of these skills occurs sequentially along a Processes
developmental progression with the foundational skills
The factor that determines when a test of a given skill
of phonological awareness and letter knowledge ac-
is used as part of the universal screening process or
quired at earlier grades (K-1) and decoding and fluen-
the survey level assessment process depends on the
cy in later grades (1-3). The academic language skills
developmental point of the student being considered
of vocabulary and listening comprehension develop in
(i.e., age, grade). On the following pages, we review
parallel with print level skills in support of reading ac-
CBM commonly used as part of the universal and
quisition. It is important to consider the developmental
survey level assessment processes in grades K - 3.
progression of these skills when selecting measures
We highlight assessments used to measure skills
used to identify skill deficits as part of the universal
commonly deficient in students with characteristics of
screening and survey-level assessment processes.
dyslexia (i.e., print level skills), in addition to identify-
Assessments used as part of the universal screening ing measures of academic language skills.
and the survey level assessment processes tend to
be brief and time efficient by necessity. They are also Curriculum based Measurement
valid and reliable measures of a specific skill, and it is Curriculum-based measures (CBM) are assess-
beneficial if they have accompanying national norms. ments used to determine a student’s mastery of skills
or content. CBM within the RTI process are generally
Dyslexia within RTI nationally normed, valid, and reliable.
 Response to Instruction 7

Universal Screening and Survey Level developed print awareness and some basic
Assessment in Kindergarten phonological awareness skills. If, for example, a
student were flagged as not meeting expectations
The table at the bottom of the page provides
on a test of initial sound fluency (the ability to
examples of various CBM that measure skills
isolate the initial phoneme in a spoken word),
typically included as part of the universal and
measures of more basic phonological awareness
survey level assessment processes in kindergarten.
skills that should have already developed could
The CBM provided in this table and similar tables
be administered as part of the survey level
for first, second and third grades are not a complete
assessment process to identify the most basic level
listing of CBM that could be used as part of these
skill deficit (e.g., word rhyming).
processes. They are provided as examples.
Universal Screening Process DEVELOPMENTAL CONTINUUM OF
GRADE (AGE)
The universal screening process uses regularly PRINT LEVEL READING SKILLS - K K/1
scheduled assessments to determine each KINDERGARTEN (5) (6)
student’s progress in developing age / grade
appropriate skills. Student performance is Print Awareness (already developed)
compared to grade-level expectations (i.e., PA-Word (already developed)
benchmarks). As depicted in the graphic to the
PA-Rhyme (already developed)
right, students in this grade are developing and
refining their phonological awareness skills, PA-Syllable
developing letter knowledge, acquiring sound- PA-Onset Rime
symbol correspondences and starting to apply
PA-Phonemes
their knowledge of the alphabetic principle and
sound symbol correspondences to decode words. Letter Names
These students are also adding to the number Letter-Sound Correspondence
of words they can identify by sight. Measures of
Alphabetic Principle
these skills are appropriate and commonly used
as part of the universal screening process in Decoding
kindergarten. Students also continue to develop Sight words
academic language skills (i.e., vocabulary, oral
comprehension). Reading Fluency

Survey Level Assessment Process Spelling Letter Name

Children in kindergarten should have already Spelling Within Word

CURRICULUM BASED MEASURES OF READING SKILLS - KINDERGARTEN

DIBELS Initial Sound Fluency Aimsweb Phoneme Segmentation Fluency
PHONOLOGICAL DIBELS First Sound Fluency Pre-Decoding Skills Survey
AWARENESS DIBELS Phoneme Segmentation Fluency Phonological Awareness Skills Screener
EasyCBM Phoneme Segmenting

DIBELS Letter Naming Fluency Aimsweb Letter Sound Fluency

LETTER EasyCBM Letter Names Phonics and Word Reading Survey
KNOWLEDGE EasyCBM Letter Sounds CORE Phonics Survey
Aimsweb Letter Naming Fluency Pre-Decoding Skills Survey

Aimsweb Nonsense Word Fluency DIBELS Nonsense Word Fluency

DECODING /
Phonics and Word Reading Survey San Diego Quick Assessment
WORD RECOGNITION
CORE Phonics Survey Dolch Word List Fluency

VOCABULARY DIBELS Word Use Fluency

Dyslexia within RTI

 8 Response to Instruction

Universal Screening and Survey Level determine if this lower level skill has been acquired,
Assessment in First Grade as part of the survey level assessment process.
By the first grade, students should have developed GRADE (AGE)
DEVELOPMENTAL CONTINUUM OF
additional print level reading skills, having learned PRINT LEVEL READING SKILLS - K/1 1/2
their letter names and many of their phonological FIRST GRADE (6) (7)
awareness skills.
At the start of first grade, students are still Print Awareness (already developed)
developing phonemic awareness (i.e., onset rime, PA-Word (already developed)
phonemes). Most students are continuing to learn
PA-Rhyme (already developed)
letter-sound correspondences and developing their
ability to apply these skills to decode words, in PA-Syllable (already developed)
addition to adding to the words they can read by PA-Onset Rime
sight. They are also developing their ability to spell
PA-Phonemes
words.
Letter Names (already developed)
Universal Screening Process
CBM that test these developing skills are commonly Letter-Sound Correspondence
used as part of the Universal Screening process. Alphabetic Principle
For example, the DIBELS nonsense word fluency
Decoding
test might be administered to provide a measure of
decoding. Sight words

Survey Level Assessment Process Reading Fluency

If a student were below benchmark on nonsense Spelling Letter Name
word fluency at the middle of the year, a Spelling Within Word
measure of phonemic awareness (e.g., phoneme
segmentation fluency) could be administered to

CURRICULUM BASED MEASURES OF READING SKILLS - FIRST GRADE

EasyCBM Phoneme Segmenting

PHONOLOGICAL Pre-Decoding Skills Survey
Aimsweb Phoneme Segmentation Fluency
AWARENESS Phonological Awareness Skills Screener
CORE Phonics Survey

EasyCBM Letter Sounds Aimsweb Letter Sound Fluency

LETTER DIBELS Letter Naming Fluency Phonics and Word Reading Survey
KNOWLEDGE EasyCBM Letter Names CORE Phonics Survey
Aimsweb Letter Naming Fluency Pre-Decoding Skills Survey

Aimsweb Nonsense Word Fluency San Diego Quick Assessment

DECODING / DIBELS Nonsense Word Fluency Dolch Word List Fluency
WORD RECOGNITION Phonics and Word Reading Survey Diagnostic Decoding Survey
CORE Phonics Survey EasyCBM Word Reading Fluency

Aimsweb Oral Reading Fluency

READING FLUENCY EasyCBM Passage Reading Fluency DIBELS Oral Reading Fluency

VOCABULARY DIBELS Word Use Fluency

READING DIBELS Retell Fluency Aimsweb Maze CBM

COMPREHENSION

Dyslexia within RTI

 Response to Instruction 9

Universal Screening and Survey Level Survey Level Assessment Process

Assessment in Second Grade If a student does not meet grade level expectations
Second grade students should have developed all on a measure of reading fluency, administer a test
of the phonological awareness skills and know all of of word reading and decoding skills to determine if
the letters. the student has a more basic deficit.
These students will continue to learn additional
sound symbol correspondences, which will support GRADE (AGE)
DEVELOPMENTAL CONTINUUM OF
their ability to apply knowledge of word structure PRINT LEVEL READING SKILLS - 1/2 2/3
to decode and spell words. In addition, they will SECOND GRADE (7) (8)
add to the words they can read by sight, and they
should be better able to apply word reading skills Print Awareness (already developed)
to read connected text efficiently with expression PA-Word (already developed)
(i.e., reading fluency). Keep in mind that students
PA-Rhyme (already developed)
in earlier grades should have opportunities to read
connected text in support of word reading, reading PA Syllable (already developed)
fluency and reading comprehension development. PA-Onset Rime (already developed)
Universal Screening Process PA-Phonemes (already developed)
CBM that test skills that are being developed in the
Letter Names (already developed)
current grade are included as part of the univer-
sal screening process. For example, the Aimsweb Alphabetic Principle (already developed)
Oral Reading Fluency test might be included in the Letter-Sound Correspondence
universal screening process. When administering
Decoding
measures of oral reading fluency, it is important to
consider both the rate and accuracy scores pro- Sight words
vided. This is because students can attempt many Reading Fluency
words resulting in a rate score that looks sufficient,
Spelling Letter Name
but the accuracy score might be below grade level
expectations, motivating additional testing. Spelling Within Word

CURRICULUM BASED MEASURES OF READING SKILLS - SECOND GRADE

PHONOLOGICAL
AWARENESS Phonological Awareness Skills Screener CORE Phoneme Segmentation

LETTER
Phonics and Word Reading Survey CORE Phonics Survey
KNOWLEDGE

DIBELS Nonsense Word Fluency

Diagnostic Decoding Survey
DECODING / Phonics and Word Reading Survey
Dolch Wordlist Fluency
WORD RECOGNITION CORE Phonics Survey
EasyCBM Word Reading Fluency
San Diego Quick Assessment

Aimsweb Oral Reading Fluency DIBELS Oral Reading Fluency

READING FLUENCY
EasyCBM Passage Reading Fluency Fluency Passage Generator

VOCABULARY DIBELS Word Use Fluency EasyCBM Vocabulary

DIBELS Retell Fluency Maze Passage Generator

READING
Aimsweb Maze CBM Core Maze Comprehension
COMPREHENSION
EasyCBM Reading Comprehension

Dyslexia within RTI

 10 Response to Instruction

Universal Screening and Survey Level needed to identify any more basic skill deficits. If
Assessment in Third Grade for example a student does not meet grade level
expectations on a reading fluency test, a test of
Third grade students continue to develop their
word reading and decoding skills will need to be
decoding skills, add to the words they can read by
administered.
sight, and further develop their ability to spell. They
will continue to improve in their ability to apply text
GRADE (AGE)
level reading skills and their academic language DEVELOPMENTAL CONTINUUM OF
skills to read text fluently with expression. PRINT LEVEL READING SKILLS - 2/3 3
THIRD GRADE (8) (9)
As highlighted earlier, academic language skills
develop in parallel to print level skills. Difficulties Print Awareness (already developed)
developing oral comprehension skills and
PA-Word (already developed)
vocabulary are not primary characteristics of
dyslexia. However, as text complexity increases PA-Rhyme (already developed)
and more instruction moves to learning from print, PA Syllable (already developed)
reading comprehension and vocabulary can begin
PA-Onset Rime (already developed)
to emerge as warning signs.
Universal Screening Process PA-Phonemes (already developed)

In third grade, measures of reading fluency and Letter Names (already developed)
reading comprehension tend to be administered as Alphabetic Principle (already developed)
part of the universal screening process, if reading
Letter-Sound Correspondence
comprehension was not added in earlier grades. (already developed)
Again, it is important to look at a word reading
Decoding
accuracy score when reviewing the result of a
reading fluency test. Sight words

Survey Level Assessment Process Reading Fluency

If a student does not meet grade level expectations Spelling Letter Name
on a measure administered as part of the universal (already developed)

screening process, then additional tests will be Spelling Within Word

THIRD GRADE
CURRICULUM BASED MEASURES OF READING SKILLS - THIRD GRADE

PHONOLOGICAL
Phonological Awareness Skills Screener CORE Phoneme Segmentation
AWARENESS
LETTER Phonics and Word Reading Survey CORE Phonics Survey
KNOWLEDGE
Phonics and Word Reading Survey San Diego Quick Assessment
DECODING /
CORE Phonics Survey EasyCBM Word Reading Fluency
WORD RECOGNITION
Diagnostic Decoding Survey Dolch Wordlist Fluency

Aimsweb ORF
READING FLUENCY DIBELS ORF
EasyCBM passage reading fluency

VOCABULARY DIBELS Word Use Fluency EasyCBM Vocabulary

DIBELS Retell Fluency Maze Passage Generator

READING
Aimsweb Maze CBM Core Maze Comprehension
COMPREHENSION
EasyCBM Reading Comprehension

Dyslexia within RTI

 Progress Monitoring 11

PROGRESS S
MONITORING
  SECTION 3
Progress monitoring is the grade level assessments given Skill Level Progress
regular, periodic assessment of a to every student. However, it Monitoring Example
student’s response to instruction is important to remember that
Universal Screening
and intervention. Information progress monitoring materials
A 3rd grade student is flagged due
collected through routine should be at an individual student’s
to performance below the 25th
progress monitoring includes: skill or instructional level, not the percentile on a measure of oral
student skill development, rate student’s grade level. reading fluency.
of improvement (ROI), and
Parallel Measures Survey Level Assessment
intervention effectiveness. The
The Tennessee RTI2 manual This initial assessment is
data collected through routine
indicates that progress monitoring followed by other assessments
progress monitoring may be used that measure skills that support
to guide instruction or intervention should consist of measures that
oral reading fluency to identify
in each tier. are parallel in form to the universal
the student’s lowest level of
screener used within the grade. skills deficit (i.e., survey level
Prior to the onset of progress
Parallel forms are used to provide assessment process).
monitoring, a goal should be set for
a reliable measure of a student’s
the student based on information These additional assessments
skill level growth. reveal that the student is reading
collected from the universal
screening and survey level For example, a student who reads words at a first grade level and
assessment processes and other at a rate of 78 words correct per makes errors in word reading skills
minute (wcpm) on one oral reading that were taught as part of the core
available student data (i.e., teacher
fluency progress monitoring curriculum provided in the first
observation, student classroom grade.
performance). As part of the goal probe should also read at a
similar rate on a parallel form of Instructional Goal
setting process, the student’s area
of skill deficit should be identified the oral reading fluency progress In this instance the instructional
monitoring probe. Parallel forms target is word level reading skills
and an appropriate intervention
are equivalently able to measure that the student should have
should be developed. This acquired in the first grade.
allows for a progress monitoring the monitored skill, and the results
instrument to be selected that will (i.e., score) are comparable across
Progress Monitoring
adequately measure the student’s multiple times. With parallel forms, Measures chosen to monitor
response to the intervention being the assessor may be reasonably student’s progress (e.g., decoding
provided. sure that any gains that the student or fluency) should be at the
makes across measurement points student’s skill level, or a first grade
Monitoring Skills Level Deficits are due to gains in skills and not level instrument, even though
Measures used as part of the due to the tests being of different universal screening may still occur
universal screening process are levels of difficulty. at a student’s grade level.

Dyslexia within RTI

 12 Progress Monitoring

Sensitive to Change
Progress monitoring assessments must also be Weekly or Biweekly Progress Monitoring
sensitive to change. The instrument must be able It is important to note that the fourth data
to capture the growth the student experiences in point is a decision point about intervention
the area of instruction in order to accurately reflect effectiveness whether the progress monitoring
a program’s efficacy.
is occurring on a weekly or biweekly basis.
If a student is receiving intervention on skills which With weekly progress monitoring, a decision
the universal screener may not be sensitive enough could be made as early as four weeks into
to detect, it may be appropriate to use more than
Tier 2, whereas if progress is being monitored
one progress monitoring tool.
on a biweekly basis, the student could be in
For example, if Reading CBM Maze, a measure an ineffective intervention for eight weeks.
of reading comprehension, is used as a universal Similarly, the decision regarding advancing
screener, and a student is receiving phonics
the student to Tier 3 is delayed if biweekly
instruction for deficits in decoding, a phonics
skill-based progress monitoring probe may be
progress monitoring is used. A decision on
needed to determine effectiveness of instruction/ Tier advancement can be made after 10 data
intervention. The student may be learning from the points with weekly progress monitoring (or at 10
intervention, but the reading CBM Maze may not weeks) or 8 data points with biweekly progress
be sensitive enough to detect the change. monitoring (or 16 weeks).
Timing of Progress Monitoring
Progress monitoring in Tier 2 or Tier 3 should be
conducted at least every two weeks and may be
conducted on a weekly basis. Frequent progress The second time point of importance is the
monitoring allows timely instructional decisions point at which a determination can be made
to be made based on a student’s response to about advancing a student to the next Tier (i.e.,
intervention. Tier 2 to Tier 3) or referring the student for a
Two time points in the progress monitoring process special education evaluation (i.e., Tier 3 to
are of additional importance. After the collection Special Education). This decision can be made
of the fourth data point, student progress toward at the eighth (biweekly progress monitoring) or
a goal and ROI can be evaluated. If the student is tenth (weekly progress monitoring) data points.
not making sufficient growth in the deficit area, the Inadequate student growth or progress toward goal
intervention may be changed or intensified (see would be an indication that student requires more
Increasing Intensity). Evaluation of student growth intensive intervention.
and program efficacy can occur after every fourth
data point, and decisions regarding intervention
changes can be considered as needed.

Recommended Progress Monitoring Schedule - TIER 2 (Grades K - 3)

PM1 PM2 PM3 PM4 PM5 PM6 PM7 PM8

If the student is not Student may be moved

Tier 2
making progress, the up to Tier 3 intervention
Onset
intervention may be if the student is making
changed insufficient progress.

Dyslexia within RTI

 Progress Monitoring 13

Data Collection
Calculating Rate of Improvement
The appropriate progress monitoring probe is (ROI)
selected to monitor the student’s skill deficit at their
instructional level, and a probe is administered
Score 2 - Score 1
on a regular basis to determine student growth.
The results of the probes should be recorded in Time 2- Time 1
a systematic way to allow for easy analysis of the
data. The use of a spreadsheet may facilitate the
collection, analysis, and storage of the data and
offer visualization tools for interpretation of student
progress (e.g., charts). The requirements for progress monitoring include
setting an appropriate goal, calculating a rate
of improvement, the use of parallel forms of
PM Time Week Score Errors ROI measurement, and monitoring student progress
Baseline 0 10 - towards goal.
1 2 12 1.0 Rate of Improvement
2 4 13 0.5 The rate of improvement, or slope, for each student
3 6 14 0.5 may easily be calculated. To calculate ROI, the
score from the prior probe is subtracted by the
4 8 16 0.65 score from the current probe, and the difference
Cumulative 0.7 is divided by the number of weeks that has
ROI elapsed between the two probes (see Formula
above). Many spreadsheets (e.g., Excel) have a
slope function embedded in the program that will
Several organizations (e.g., DIBELS, AIMSweb)
calculate ROI.
have platforms which allow the entry, analysis,
and storage of progress monitoring information by
student, teacher, school, and district levels, but
there is no requirement that schools use these
platforms. Data may be collected and analyzed by
the teacher or interventionist.

Graphing the student’s prog- Progress Monitoring

ress provides a quick visual
representation of both the 35 30
effectiveness of the interven-
Skill-Based Probe Score

30
tion and student growth. The 25
student’s progress toward the
20 17
goal is evaluated, and decisions 14
16 15
regarding intervention intensity 12 13
15 10
are made at the appropriate GOAL ROI: 1.11
10
points (see Timing of Progress AVG ROI: 0.54
Monitoring). Comparison of stu- 5
dent’s average ROI to the Goal 0
ROI will also inform the deci- 0 5 10 15 20
sion of potential intervention
Weeks in Intervention
changes.
Progress Monitoring Goal Linear (Progress Monitoring)

Dyslexia within RTI

 Supplemental Materials

SUPPORTING ...........
MATERIALS
  BLACKLINE MASTERS

Dyslexia within RTI

 Supplemental Materials

Blackline Masters
Identification / Assessment Tools
Oral passage reading: Word Structure Analysis
Student Literacy Profile: Summary of Skills
Repeated Reading Student Chart

Tier 2 Lesson Frames

Phonological Awareness Instruction Guide
Letter Knowledge and Phonics Instruction Guide
Decoding and Spelling Instruction Guide
Reading Fluency Instruction Guide

Dyslexia within RTI

Oral Passage Reading: Word Structure Analysis
Use this tool to gather individual student data from oral reading passages in response to core instruction and
tiered intervention for word reading skills. A word level error analysis enables teachers to identify specific skills
that need to be addressed with additional instruction, differentiated in the core or given in Tiers 2 and 3.

Student Grade Teacher

Passage Reading Rate & Accuracy

Record rate and accuracy scores for oral reading passages. Score omissions, substitutions, and words pronounced as segmented
(not blended into a whole word) as errors. Be sure to write what the student said for all substitutions and mispronunciations.
Do not count self-corrections, repetitions, or additions (inserted words) as errors.

Passage 1 Passage 2 Passage 3

Date: __________________ __________________ __________________
Passage Grade Level: __________________ __________________ __________________
Rate (words correct per min.)
total # of words - errors __________________ __________________ __________________
above, at, or below benchmark? __________________ __________________ __________________
Accuracy (percent correct):
words read correctly / total __________________ __________________ __________________
above, at, or below benchmark? __________________ __________________ __________________

Word Structure Error Analysis

Record all misread words from each passage and the student’s corresponding errors. Analyze each type of error and place a tally
mark for each occurrence in the correct category. Determine if the deficient skills have been directly taught in the core reading
instruction. Use this data to plan for differentiation in the core or for more intensive support in Tier 2 or 3.
printed word student said phonological awareness indicators:
_________ blending _________ deletions (tack for task)
_________ segmenting _________ additions (slip for sip)
_________ transpositions (saw for was)
letter / sound correspondence:
_________ substitutions _________ reversals (b/d)
_________ unknown
consonants:
_________ initial _________ final _________ digraphs
_________ blends _________ complex
single syllable words (vowel patterns):
_________ closed _________ open _________ silent-e
________ vowel team _________ r-controlled
multi-syllable words:
_________ closed _________ open _________ silent-e
_________ vowel team _________ r-controlled
_________ consonant -le _________ syllable division
morphemes:
_________ prefix _________ suffix _________ root/base word
sight words:
_________ irregular ____________ high frequency words
words

Ver. 2.090717 Tennessee Center for the Study and Treatment of Dyslexia | Middle Tennessee State University Page 1 of 1
Student Literacy Profile: Summary of Skills
Date: Grade:

Curriculum Embedded

Measurement (CBM)
Measurement (CEM)

Curriculum Based

Norm Referenced
Student Name:

Observational
Information

Measure
Reading Instruction:

Is the student currently receiving intervention? Yes No

If yes, please indicate: Special Education Tier 2 Tier 3
Is there a family history of reading / spelling difficulties? Yes No P T
ACADEMIC LANGUAGE SKILLS
Vocabulary: Non-Reading measure
Vocabulary: Reading measure (When word reading deficits are documented, use a
non-reading measure.)
Listening Comprehension (When deficient, assess vocabulary.)

READING SKILLS
Reading Comprehension (When deficient, assess listening comprehension and
reading fluency.)
Reading Fluency - Rate: wcpm (When deficient, assess word reading and decoding
* efficiency.)
Reading Fluency - Accuracy (When deficient, assess word reading and decoding
* efficiency.)
* Word Reading Efficiency (When deficient, assess word reading accuracy.)
* Phonological Decoding Efficiency (When deficient, assess decoding accuracy.)
* Word Reading Accuracy
* Phonological Decoding Accuracy

* SPELLING

PHONOLOGICAL PROCESSING
Phonological Awareness
Phonological Memory
Rapid Automatized Naming

Place + in those cells for areas that the student demonstrates proficiency Denotes a timed test
Place - in those cells for areas that the student does not demonstrate proficiency P Represents Parent
Place N/A in those cells for areas that data is unavailable T Represents Teacher

Characteristics of dyslexia are marked with an asterisk. Students with characteristics of dyslexia do not have to present
* with deficits in all of the marked areas.
Phonological processing areas associated with dyslexia

Use this graphic organizer to compile available data and information about a student’s literacy skills into one
location. The resulting snapshot will reveal a pattern of strengths and weaknesses related to the student’s literacy
development. This information can be used to identify skills deficits to guide instructional decisions, and it can be
used to support the identification of students with characteristics of dyslexia.
Although it is not always necessary to obtain data for each of the listed skills, when deficits are identified, it is
important that the skills that support those deficits are investigated to detect any sub-skills weaknesses that should
become instructional targets.

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Student Literacy Profile: Parent / Teacher Observation
Exclusionary Factors
Reflecting on the student’s background and educational experience, consider the following influences
on educational performance to ensure they are ruled out as primary reasons for the student’s present
difficulties with reading achievement. Any item that receives a ‘no’ response should be further
investigated as a potential primary factor for the student’s reading difficulties.
Consider the following in relation to the student:
Yes No Consistent school attendance?
Yes No Appropriate core reading instruction?
Yes No Hearing , visual acuity & motor function within normal limits?
Yes No Proficiency with English language?
Yes No Has an Intellectual Disability been ruled out?
Yes No Has an Emotional Disturbance been ruled out?

Colorado Learning Difficulties Questionnaire- Reading Subscale (CLDQ-R)

The Colorado Learning Disabilities Questionnaire (CLDQ-R) is a screening tool designed to measure risk
of reading disability (i.e., dyslexia) in school-age children (Willcutt, Boada, Riddle, Chhabildas, DeFries &
Pennington, 2011). Parents and teachers can use this scale to provide additional developmental observations
to complement the student’s skills assessments. It is not a formal evaluation or diagnosis. This information will
further support school-based identification of characteristics of dyslexia.
Read each statement and decide how well it describes the child. Circle the appropriate number. Be sure to
select a response for every statement.
Never/ Rarely/ Frequently/ Always/
Sometimes
not at all a little quite a bit a great deal

1. Has difficulty with spelling 1 2 3 4 5

2. Has/had difficulty learning letter names 1 2 3 4 5

3. Has/had difficulty learning phonics

1 2 3 4 5
(sounding out words)
4. Reads slowly 1 2 3 4 5

5. Reads below grade level 1 2 3 4 5

6. Requires extra help in school because

1 2 3 4 5
of problems in reading and spelling
Scoring: Add up the circled numbers and record that as the Total Score:

Minimal Risk ( <16 )

The score indicates that there is little in the child’s developmental history to indicate that he/she is at risk for a reading
disability (dyslexia). However, if concerns about the child’s progress remain, further investigation and assessment by the
school team is warranted to determine the nature of the difficulties.
Moderate Risk ( 16-21 )
The score indicates that there are features of the child’s developmental history (e.g., difficulty learning letters, required
extra reading help) that may be consistent with a reading disability (dyslexia). Dyslexia is characterized by slow and/or
effortful reading, difficulty sounding out words, and problems with spelling. A school evaluation is recommended in order
to examine the nature of these difficulties.
Significant Risk ( >21 )
The score indicates that there are several features of the child’s developmental history (e.g., difficulty learning letters,
required extra reading help) that are consistent with a reading disability (dyslexia). Dyslexia is characterized by slow and/or
effortful reading, difficulty sounding out words, and problems with spelling. A formal evaluation is strongly recommended
in order to determine appropriate instructional programming and supports for the child’s reading progress.

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 Repeated Reading Student Chart

word study

120
115
110
105
100
95
90
85
80
75
70
65
60
55
50
45
40
35
30
25
20
15
10
5
0

1 2 3 4

Text: Level: 

Name: Date:

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Phonological Awareness Lesson Instruction Guide
Goal: Blend and segment individual phonemes in single syllable spoken words.

Subskill Focus: _________________________________ Date: ______________________________

Students: _____________________________________ Instructor: __________________________

_____________________________________________

Time/Activity Instruction (with example activities) Materials

Review Review learned skill to be reinforced.
2 min
word lists
o rhyme • Review learned skill with lists of words or in connected
o alliteration text nursery rhymes
o compound word poems
parts • Emphasize target sound skill and have students identify
and/or generate examples books
o syllables
o onset and rime

Sound Matching Practice sorting by sounds.

5 min
word lists with
o rhyme • Teacher reads 4 words (3 with the same target sound feature target sounds
o number of syllables and 1 that is different). Teacher models how 3 are the same,
and 1 is the “odd one out.” picture cards
o initial sound
• Students sort sets of picture cards. Three are the same target objects to sort
o final sound
sound and 1 is different (be sure to name each picture or
o medial sound
object before starting so students know the intended word
for each).
• Students complete rounds for each target sound (i.e., find the
3 words that rhyme and the 1 “odd one out”).

Sound Blending Practice blending individual spoken sounds into words.

5 min
word lists with
o compound words • Teacher says sounds slowly (i.e., ssssaaaat) while touching a target sounds
manipulative for each sound.
o syllables manipulatives
o 2 phonemes • Blend the sounds and say the word faster, moving finger (colored tiles,
under manipulatives from left to right (i.e., ssaat). blocks, felt
o 3 phonemes squares, etc.)
o 4 phonemes • Students practice several words with the teacher.
• Students practice as a group and then individually.

Sound Practice segmenting words.

6 min Segmentation
word lists with
o compound words • Teacher says the whole word, then divides it into its target target sounds
o syllables segments while touching a manipulative for each part.
• Students repeat the word and then segment it into its parts. manipulatives
o onset and rime (colored tiles,
o 2 phonemes Students touch manipulative as they segment, say the sound blocks, felt
and move it into a square of the Elkonin box. Students squares, etc.)
o 3 phonemes
practice as a group and then individually.
o 4 phonemes picture cards
• Teacher segments 3-4 different words from pictures and
places each as a target sound (i.e., # of syllables or position
Elkonin sound
of phoneme). Students select a picture, name it, segment the boxes
parts, blend it back together, and place it with its matching
group.

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Phonological Awareness Lesson Instruction Guide
Time/Activity Instruction (with example activities) Materials
Finger Point Practice applying initial sounds to reading.
5 min Reading
short, familiar
• Teacher reads a sentence and students echo as they text in books or
complete a shared reading of the text. poems
• Teacher points at the initial letter of each word as he/she
rereads the text, inviting the students to join in the reading.
• Students recite along with the teacher as he/she points to
promote recognition of the initial phoneme sound matched
with the initial letter in the written text.

Wide Reading/ Listen and respond to connected text.

5 min Listening
wide reading
• Students listen and echo read with connected text while text/book
teacher models fluent reading prosody.
• Teacher models asking and answering questions about the text. comprehension
strategies
• Teacher asks 2-3 strategic comprehension questions (i.e., key
details, vocabulary, retell).

Closure Review new learning.

2 min
word lists
• Teacher reads 3 words (2 with the same target sound feature)
and asks, “Which word doesn’t belong?” picture cards
• Teachers says target sounds slowly for a target word while
manipulatives
touching manipulatives and asks, “What word do these (colored tiles,
sounds make?” blocks, felt
• Students segment the target sound in 1-2 pictures, then squares, etc.)
blend back into words.

Planning
Step 1 Identify skill targeted for review and reinforcement based on assessment data and
observation.
Review

Step 2 Identify specific subskill focus for this lesson based on assessment data and
observation.
Sound Matching

Step 3 Identify specific skill level for blending and segmenting based on assessment and
observation.
Sound Blending Sound Segmentation

Step 4 Gather and prepare materials. Example resources: Florida Center for Reading
Research, Phonological Awareness Literacy Screening (PALS) activities, Institute of
Education Sciences (IES) practice guides.

Step 5 Progress monitor subskills to determine movement through the sequence of

instruction until goal is met. Lack of sufficient progress over time may indicate a
need to change intervention and/or tier placement.

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Letter Knowledge & Phonics Instruction Guide
Goal: Accurately identify all letter/sound correspondences in alignment with grade level expectations
and apply them in word and sentence level context.

Subskill Focus: _________________________________ Date: ______________________________

Students: _____________________________________ Instructor: __________________________

_____________________________________________

Time/Activity Instruction (with example activities) Materials

Review Review letter names and learned letter sounds.

2 min
alphabet strip
• Students touch and name each letter on alphabet strip.
letter cards
• Students name all learned letters, keywords, and sounds. keyword and
sound cards

New Letter Sounds Introduce new letter, keyword, and sound.

4 min
alphabet letters
o single letter-sound • Listen: “What sounds do you hear that’s the same in each
of these words?” Say each word; students echo each word. letter cards
correspondences for
consonants and • See: What looks the same in the (initial, middle, or final keyword and
short vowel sounds sound cards
position) of these words? Write words and guide students
o long vowel sounds to discover pattern.
o consonant digraphs letter writing
• Acknowledge/prompt correct letter name and sound. Add prompts (i.e.,
o vowels digraphs keyword for the new sound and introduce to students with numbered arrow
o r-controlled vowels a one-sentence story that incorporates the target sound. cues with verbal
o diphthongs Students repeat the letter name, keyword, and sound 3 prompts as well)
times as they are shown the card for each.
word list
• Write: Model correct written letter formation. Provide
guided prompts and practice sheets for students. Students
name and write the letter.

Picture Sort Sort pictures with target sound to their matching letter(s).
4 min

• Select 2-3 target sounds to reinforce (i.e., short vowels letter cards
o consonants in initial
position |a|, |i|, |u| in middle position). keyword and
o consonants in final • Teacher places letters (i.e., a, i, u) and keyword pictures sound cards
position (i.e., mat, fin, bus) as column headers and models
o short vowels in matching the picture to the target letter-sound for 2-3 picture sort cards
initial position sounds. Say the name of the picture, isolate the target
o short vowels in sound (initial, middle or final), emphasize the sound, and
medial position model matching to its letter name group.
o long vowel sounds • Students take turns naming pictures, isolating the
o consonant digraphs target sound, and matching the picture with its letter
o vowel digraphs name group. Students work together as a group, then
o r-controlled vowels individually.
o diphthongs

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Letter Knowledge & Phonics Instruction Guide

Time/Activity Instruction (with example activities) Materials

Word Segment words into individual sounds and match to letters.
5 min Segmentation
alphabet letters
o consonants and • Listen: Teacher says word slowly. Elkonin sound
short vowels in boxes
closed syllables • Say: Students repeat word and segment sounds.
• Touch: Students select and touch correct letters as they word list
o long vowels in open segment, say the sound, and move each letter into a square
syllables of the Elkonin box.
o consonant digraphs • See: Students name letters, blend sounds, and read the
in closed and open word.
syllables

o long vowels in
silent-e syllables

o vowel digraphs and

diphthongs in
syllables

o r-controlled vowels
in syllables

Word Chains Manipulate initial, middle, and final phonemes.

5 min
alphabet letters
o consonants and • Listen: Teacher reads word slowly.
short vowels in Elkonin sound
closed syllables • Say: Students repeat the word and segment the sounds. boxes
• Touch: Students select and touch correct letters, say the word chain list
o consonant digraphs sounds, and move each letter into a square of the Elkonin
in closed syllables box.
o long vowels in • See: Students blend sounds together and read word.
silent-e syllables
• Repeat steps using word chains to add or substitute sounds
in 2-4 letter words. Emphasize sound position for each
change.
Example: This is caaat. |c| |a| |t| c a t cat. Change
cat to sssaaat (repeat through word chain).

Decodable Text/ Supervised time reading aloud decodable, connected text.

4 min Comprehension
decodable
• Students read chorally, echo read, and/or individually read sentences
with immediate corrective feedback. decodable books
• Students should be able to decode and read with at
least 95% accuracy (miss no more than 1/20 words) for
decodable text practice.
• Teacher asks 2 - 3 strategic comprehension questions about
the meaning of the text.

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Letter Knowledge & Phonics Instruction Guide

Time/Activity Instruction (with example activities) Materials

Wide Reading/
Listening Supervised time reading aloud / listening to connected text.
4 min Comprehension Wide reading
text/books
• Students listen and/or share strategic reading with
immediate, corrective feedback.
• Texts should be at grade level expectations.
• Teacher incorporates comprehension strategy such as
vocabulary development, think aloud, K-W-L chart, and
graphic organizers.
• Teacher asks 2-3 strategic comprehension questions about
the meaning of the text.

Closure Review new learning. letter cards

2 min
keyword and
• Review letter name, sound, and key word for new letter(s). sound cards
• Review written letter formation, then students trace and target words
write a copy.
letter writing
• Give word or nonsense word and have student identify prompts (i.e.,
position of the target sound (initial, middle, final). numbered arrow
cues with verbal
prompts as well)

Planning
Step 1 Identify letters-sounds targeted for review and reinforcement based on assessment
data and observation.
Review

Step 2 Identify subskill and sequence of instruction with pacing based on student needs.

New Letter Sounds

Step 3 Gather and prepare materials. Example resources: Florida Center for Reading
Research (FCRR), West Virginia Phonics Lessons, Institute for Education Sciences (IES)
practice guides.

Picture Sort Word Segmentation Word Chains

Step 4 Progress monitor subskills to determine movement through the sequence of

instruction until goal is met. Lack of sufficient progress over time may indicate a need
to change intervention and/or tier placement.

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Decoding and Spelling Lesson Instruction Guide
Goal: Accurately read and spell words based on syllable patterns in alignment with grade level
expectations.

Subskill Focus: _________________________________ Date: ______________________________

Students: _____________________________________ Instructor: __________________________

_____________________________________________

Time/Activity Instruction (with example activities) Materials

Review - decoding Review definition of syllable and review learned sight words.
2 min
syllable chart
• Review definition of syllable. word cards
• Review previously learned target words/syllable type
and sight words.

Syllabication Introduce new syllable type.

5 min
syllable chart
o closed syllable • Listen: Read three words with target syllable type and student notebook
o open syllable guide students to discover the sound that defines the word list
syllable type.
o affixes
o multisyllable • See: Write the three words on the board and ask
(closed and open) discovery questions about the number of vowels,
o silent-e syllable position of vowels, and position of consonants.
o vowel team syllable • Name the syllable type and define it.
o r-controlled syllable
• Say: Students say each sound as they segment the
o consonant -le syllable
word then blend and say the whole word.
• Write: Students say the letter names as they write the
words.

Practice reading target word types and sight words for

3 min
Word Reading accuracy and automaticity.
word cards
o closed syllable • Students read word cards consistent with the target word list
o open syllable syllable type. decodable
o affixes sentences
• Students read word cards with high frequency and
o multisyllable sight words.
(closed and open)
o silent-e syllable • Students read decodable sentences containing the
o vowel team syllable target syllable type and sight words.
o r-controlled syllable
o consonant -le syllable

Review letter-sound correspondence and syllable pattern

Review - spelling sounds.
2 min
letter/sound
• Review target sounds using letter/sound cards. cards
Teacher gives sound, student repeats sound then syllable chart
names and writes the letter.
• Review target syllable type: when you hear this sound
in this position, it is a (type) syllable, and you spell it
with (pattern).

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Decoding and Spelling Lesson Instruction Guide
Time/Activity Instruction (with example activities) Materials
Word Dictation Students spell and write words.
4 min
alphabet letters
o closed syllable • Listen: Teacher says word. phoneme/
grapheme
o open syllable • Say: Students repeat the word and segment the mapping chart
o affixes sounds.
word list
o multisyllable • Touch and See: Students place letters on phoneme /
(closed and open) grapheme mapping chart while saying sounds.
o silent-e syllable
o vowel team syllable • Write: Students name letters and write the word.
o r-controlled syllable
o consonant -le syllable

Sentence Dictation Students spell and write connected text.

3 min
sentence
• Listen: Teacher slowly reads sentence containing definition
learned words and target syllable type words. sentence list
• Say: Students repeat and draw a line for each word (to
support memory for each word).
• Write: Teacher rereads the sentence and students
write.
• Edit: Teacher guides corrections for spelling
(emphasizing the target sound/syllable type),
capitalization, and punctuation.

Decodable Text / Supervised time reading aloud decodable, connected text.

4 min Comprehension
decodable books

• Students read chorally, echo read, and/or individually

read with immediate, corrective feedback.
• Students should be able to decode and read with at
least 95% accuracy (miss no more than 1/20 words) for
decodable text practice.
• Teacher asks 2 - 3 strategic comprehension questions
about the meaning of the text.

Wide Reading/
Listening Supervised time reading aloud and listening to connected
5 min
Comprehension text. wide reading
text / book
• Students listen and/or share strategic reading with
immediate corrective feedback.
• Texts should be at grade level expectations.
• Teacher incorporates comprehension strategy such as
vocabulary development, think aloud, K-W-L chart, and
graphic organizers.
•
• Teacher asks 2-3 strategic comprehension questions
about the meaning of the text.

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Decoding and Spelling Lesson Instruction Guide

Time/Activity Instruction (with example activities) Materials

Closure Review new learning.
2 min
syllable chart
• Review definition of target syllable type. word cards
• Reread word cards with target syllable type.
• Reread word cards with target sight words and high
frequency words.

Planning
Step 1 Identify target words/syllable type for review and reinforcement based on
assessment data and observation.
Review

Step 2 Identify subskill and sequence of instruction.

Syllabication

Step 3 Gather and prepare materials to reinforce subskill. Example resources: Florida
Center for Reading Research (FCRR), Reading Rockets.

Word Reading Word Dictation Sentence Dictation

Decodable Text

Step 4 Progress monitor subskill to determine movement through sequence of instruction

until goal is met. Lack of sufficient progress over time may indicate a need to
change intervention and/or tier placement.

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Reading Fluency Lesson Instruction Guide*
Goal: Independently read instructional level text at or above grade level expectations using national
norms for rate and accuracy while demonstrating comprehension of the text.

Subskill Focus: _________________________________ Date: ______________________________

Students: _____________________________________ Instructor: __________________________

_____________________________________________

* Ensure decoding skills are intact: accuracy before rate. If word reading accuracy is
deficient, analyze word level errors and target with decoding instruction.
Time/Activity Instruction (with example activities) Materials
Review Review letter/sounds for automaticity.
2 min
keyword and
• Students review keyword and sound cards to say sound cards
sounds in isolation for automaticity of sound/symbol
correspondence. fluency charts

• Students echo one repetition of target sounds then

read keyword and sound cards independently with
immediate, corrective feedback.

Word Accuracy Practice reading target word types and sight words.
4 min
word cards/lists
• Teacher models and students repeat one repetition
of target words (target words can be pulled from the sight word cards/
connected text passage). lists
• Students read independently with immediate,
corrective feedback.

Words in Phrases Practice reading learned and target words in phrases.

4 min
phrase cards
• Teacher defines “phrase” and models phrase reading
(phrases can be pulled from the connected text phrase-cued
passage). decodable text
• Students repeat modeled reading.
• Students practice chorally. Teacher reads
simultaneously as needed to set pace. Students
practice independently with immediate, corrective
feedback.

8 min
Connected Text Repeated readings using instructional level texts.
instructional level
• Teacher models how to use phrasing and punctuation text passage
cues for rate and expression. Students whisper read
first reading of text. timer

• Students read along silently while listening to teacher progress

read. monitoring charts

• Students read individually for one minute and chart

wcpm. Teacher offers strategy support and feedback on
decoding errors between readings.
• Students reread text individually for one minute and
chart progress.

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Reading Fluency Lesson Instruction Guide*

Time/Activity Instruction (with example activities) Materials

Comprehension Wide reading of text while monitoring for comprehension.
10 min
grade level text
• Identify and practice challenging words before reading
full text. Student reads text with support. self-monitoring
strategies
• We increase fluency to increase understanding.
comprehension
• Scaffold and prompt to develop students’ self- strategies
monitoring and self-correction strategies.
• Target strategic comprehension skills and practice
reading for meaning.

2 min
Closure Review new learning.

• Review strategies used for self-monitoring and reading

comprehension.

Planning
Step 1 Identify target words/syllable types for review and reinforcement based on
assessment data and observation.
Word Accuracy

Step 2 Gather and prepare materials to reinforce target words/syllable types and to
support practice with instructional level texts. Example resources: Florida
Center for Reading Research (FCRR), Reading A-Z, Easy CBM, Intervention Central.

Words in Phrases Connected Text

Step 3 Gather and prepare materials to support fluency and comprehension practice
with grade level text.
Comprehension

Step 4 Progress monitor using instructional level text to determine when student
reaches or exceeds the 50th percentile goal in order to adjust instruction
accordingly. Lack of sufficient progress over time may indicate a need to change
intervention and/or tier placement.

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