RTI/MTSS is complex, consisting of multiple components and moving parts. Among the components, Tier 3 is one of the most challenging to implement. There is little research specific to Tier 3 intervention in early childhood settings and there are many more questions than answers.

Part 2 of 2 discussing “The Big 5 of Reading” components and instruction, including Phonemic Awareness and Phonics/Advanced Word Study. Part 2 will address Fluency, Vocabulary, and Comprehension.

Part 1 of 2 discussing “The Big 5 of Reading” components and instruction, including Phonemic Awareness and Phonics/Advanced Word Study. Part 2 will address Fluency, Vocabulary, and Comprehension.

Rather than writing like an adult, children should be encouraged to write at their developmental level. When this happens, children feel more empowered to take risks and experiment with written language.

Children first need our guidance to build a foundation that then can be deepened with play exploration. So how about playful instruction with planful play guiding our preK implementation?

A short-term intervention like REWARDS can provide long-term effects building student confidence as they warm up to the idea of “reading to learn.” Take a look into why such an intervention would be positively impactful.