Nancy E. Marchand-Martella, Eastern Washington University
Susan F. Ruby, Eastern Washington University
Ronald C. Martella, Eastern Washington University

Response to Intervention (RTI) provides a challenge for schools to deliver appropriate and scientifically validated reading instruction to all students through a three-tier model. While many educators recognize the need for a strong core-reading program (Tier 1), interventions for Tier 2 and Tier 3 students remain more difficult to implement. We provide a clear example of how one empirically supported program was implemented within a three-tier model for K-3 students. Our example highlights the efficiency and effectiveness of a standard-protocol approach with problem solving. Effect sizes for K-2 students across the three tiers ranged from .50 to 3.96 on Dynamic Indicators of Basic Early Literacy Skills (DIBELS) measures; effect size improvements on the Scholastic Reading Inventory (SRI) ranged from .72 to 3.37 for third-grade students.

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