Intensifying Literacy Instruction: Essential Practices & Using the Taxonomy of Intervention (National Center on Intensive Intervention, NCII)

Description:

Intensifying Literacy Instruction: Essential Practices - The purpose of this document is to increase the capacity of practitioners and educational leaders to support a broad range of learners who need more literacy supports to become skilled readers and writers by identifying a set of essential practices that are research supported and should be the focus of professional development throughout the state. These practices for intensifying literacy instruction apply to those learners with severe and persistent reading and writing challenges who have not responded when provided with instruction aligned with state academic standards, regardless of disability status.

Because intensifying literacy instruction requires an “all hands-on deck” approach, this document focuses on a range of stakeholders who need to be engaged in implementation efforts, including leaders (district and school administrators), teachers (general education and special education), and interventionists. A secondary audience that will find this document useful includes pre-service teachers, content experts/specialists, and teacher preparation faculty. It should be used in conjunction with state approved guidance documents, and indepth professional learning materials that are designed to positively impact students’ literacy development in early elementary, elementary and secondary settings.

This section includes tools and resources that provide an overview of the Taxonomy of Intervention Intensity and how the seven dimensions can be used to support selecting, evaluating, and intensifying interventions within the DBI process.