Abstract
The purpose of this review is to summarise the empirical evidence for a range of literacy intervention practices and programs that are in use in schools in Australia. The review is designed to support schools and teachers in selecting interventions that are appropriate and that are evidence-based practices. It focuses on interventions that are currently in use as Tier 2 support, as classified under a Response to Intervention (RTI) multi-tier framework. The review evaluates the alignment of each intervention with effective instructional practices and summarises the existing research evaluating the outcomes of each intervention.
| Original language | English |
|---|---|
| Place of Publication | Clayton Vic Australia |
| Publisher | Monash University |
| Commissioning body | Catholic Education Melbourne |
| Number of pages | 38 |
| Publication status | Published - Sep 2019 |
Keywords
- Literacy intervention
- Response to Intervention
- Multi Tiered Systems of Support