Learning Resources

The Learning Resources portion of this CEM contains five parts:

  1. Introduction
  2. Multi-tiered systems of support (MTSS)
  3. Essential Components of Reading Instruction K-5
  4. Suplemental Reading Intervention
  5. Intensive Reading Intervention

Each portion has a downloads section that contains all the necessary materials to utilize that portion. You can also follow the links on the narrative of each page.

flowchart of parts 1-5

Part 1: Introduction

Part 1 introduces participants to the CEM stating the purpose and rationale and then presents the principles of effective instruction (i.e., explicit, systematic, multiple opportunities to practice, corrective feedback, progress monitoring).

Part 2: Multi-tiered systems of support (MTSS)

Part 2 explains the concept of multi-tiered systems of support (MTSS) and includes descriptions of the essential components of MTSS. These components include, screening, progress monitoring, multi-level prevention systems and data-based decision making.

Part 3: Essential Components of Reading Instruction K-5

This third part introduces participants to the importance of implementing evidence-based reading instruction for all students, designing and differentiating instruction, and using assessment data to inform instruction and monitor student progress. The module is organized into sections detailing the five components of reading instruction; phonemic awareness, phonics, fluency, vocabulary and comprehension. There are multiple resources in these sections including, video examples, lesson activities such as the Alphabet Arc, Say it, Move it, comprehension strategy descriptions including Collaborative Strategic Reading, and participant quizzes.

There are seven sections in Part 3:

  • Essential Components of Reading Instruction K-5
  • Phonological and Phonemic Awareness
  • Phonics
  • Fluency
  • Vocabulary
  • Comprehension
  • Case Study

Part 3.1: Introduction: Overview of the Essential Components of Reading Instruction K-5

Part 3.2: Phonological and Phonemic Awareness

Parts 3.3: Phonics and Word Study

Part 3.4: Fluency

Part 3.5: Vocabulary

Part 3.6: Comprehension

Part 3.7: Core Case Study

Part 4: Supplemental Reading Intervention

Part 4 explains the purpose and rationale for supplemental reading interventions, (a) as part of a larger multi-tiered system of support, and, (b) in laying the groundwork for effective intensive intervention. Guidelines are provided for selecting evidence-based interventions along with an application activity. Participants analyze a video example of a supplemental reading intervention and consider the use of assessment data to evaluate the intervention. There is also a case study of a student in need of supplemental reading intervention.

Part 5: Intensive Intervention

The fifth and final part introduces participants to the intensive intervention framework that is individualized, more intense, substantively different in content AND pedagogy, and composed of more frequent and precise progress monitoring. Presentation and activities allow participants to consider how to intensify reading interventions by increasing time, changing the learning environment, combining cognitive processing strategies with academic learning and modifying the delivery of instruction.

Participants are also introduced to a DBI approach to design and implement intensive reading interventions that accommodate the individual needs of non-responding students. Application of DBI is presented using a case study of a second grader who may be in need of more intensive intervention, and concludes with strategies for examining the impact of intensive reading interventions.