Characteristics of a Tiered 
Reading Model for Students K-3

The outcome for the 3-Tier Reading Model design is to reduce overall reading problems.  The model is a framework to provide the structure for implementing a research-based program in the elementary school.  A 3-Tier Reading Model is a way of thinking about reading instruction that focuses on using ongoing data collection to guide the instruction and interventions that will take place in classrooms.  The 3-Tier Reading Model consists of three tiers or levels for reading instruction.  There is fluid movement through the tiers; students enter and exit tiers as needed based on ongoing data results following targeted, explicit instruction.  The three tiers are characterized as follows.
Tier I:  Core Classroom Reading Instruction
Tier I has three elements:

  1. A core reading program grounded in scientifically based reading research
  2. Use of universal screeners to benchmark students three times per year(fall, winter and spring) to determine instructional needs
  3. Ongoing professional development to build teacher capacity for ensuring that all students receive quality reading instruction

Tier II:  Supplemental Instruction
Tier II is designed to provide additional time for the small percentage of students who do not master skills through Tier I core classroom reading instruction.  Tier II supplemental instruction meets the needs of these students by providing additional time for small-group reading instruction daily.

Tier III:  Intensive Reading Instruction
Tier III provides more explicit, more intensive, and more specially designed instruction to meet individual student needs for those who are not successful following intervention instruction received during Tier II


Contact Information

Phyllis Veith Assistant Director

Allen Sexton Coordinator

Building 6, Rm 304
1900 Kanawha Blvd. E.
Charleston, WV 25305

800-642-8541 or 304-558-2696
Fax: 304-558-3741