Effective Reading Intervention: Characteristics, Differences, and Systems of Support
Tiered instruction models such as Multi-Tiered Systems of Support (MTSS) are designed to provide more effective instruction to students who are identified as being more at risk of future reading difficulties. Implementing a system of increasingly intensive instructional supports begins with careful consideration of the characteristics of effective reading intervention. This session will describe the characteristics of intervention instruction, differentiate it from classroom instruction, and outline the systems-level variables to address when implementing MTSS.
Participants will learn:
- The characteristics of intervention instruction
- The differences between intervention instruction and classroom instruction
- The systems that support effective intervention instruction
Presenter
Dr. Stephanie Stollar
Dr. Stephanie Stollar is the founder of Stephanie Stollar Consulting L.L.C. and the creator of The Reading Science Academy.
Dr. Stollar is the former vice president for professional learning at Acadience® Learning Inc. She is an adjunct professor in the online reading science program at Mount St. Joseph University, and a founding member of a national alliance for supporting reading science in higher education. Dr. Stollar has worked as an educational consultant, a school psychologist, and an assistant professor in the school psychology program at the University of South Florida, and has provided professional development for teachers for the past 25 years. Dr. Stollar is a co-author of Acadience® Reading K–6, Acadience® Reading Survey, and Acadience® Reading Diagnostic. She has conducted research in the areas of assessment, early intervention, and collaborative problem solving. As a member of the board for the Innovations in Education Consortium, she collaboratively plans the annual MTSS Innovations in Education Conference. .
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