Multi-Tiered Intervention and the Enhancement of Intensive Reading Skills Among Grade Seven Instructional Level Readers

Abstract

Despite ongoing efforts to improve reading skills, the number of individuals with below-level reading abilities, including adult beginning readers, continues to rise. This study addressed this issue by focusing on instructional-level readers who often lack support in existing interventions. The research was conducted at Tinurik National High School to determine the effectiveness of a multi-tiered intervention in enhancing intensive reading skills: interpreting the meaning of word/s based on the surrounding context, determining main ideas or themes, and making inferences among grade seven instructional level readers. It involved 72 participants, divided equally into controlled and experimental groups, which showed significant improvement for the experimental group but not the controlled group. Pre-test scores were similar between groups, while post-test scores demonstrated an important difference, indicating the effectiveness of multi-tiered intervention. These findings highlight the ongoing challenge of below-level reading abilities and the need for targeted support for instructional-level readers. Education Program Supervisors in English were recommended to propose in-service training that will equip teachers of English with the necessary skills needed to conduct multi-tiered interventions successfully. Future researchers are also suggested to include all the respondents up to Tier III to see if it would lead to better results.