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Three-Tier Models of Reading and BehaviorA Research Review
Rachel M. Stewart
Christa McAuliffe Elementary School, Sammamish, Washington
Gregory J. Benner
University of Washington-Tacoma
Ronald C. Martella
Eastern Washington University
Nancy E. Marchand-Martella
Eastern Washington University
The purpose of this study was to analyze the research literature on three-tier models of reading and behavior and to provide a descriptive analysis and meta-analytic review of these models. An in-depth review of 17 articles was conducted on the similarities and differences between and among three-tier models of reading (n = 5), models of behavior (n = 7), and integrated models (combining reading and behavior; n = 5). Descriptive analyses were conducted across three areas: student populations, intervention level, and setting. Finally, a meta-analytic review was completed of 11 of the 17 investigations. Scientific evidence shows that one or more levels of these three-tier models leads to improved reading or behavior performance; however, there is a paucity of research detailing the integration of three-tier reading and behavior models. Limitations and directions for future research are discussed.
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Journal of Positive Behavior Interventions, Vol. 9, No. 4,
239-253 (2007)
DOI: 10.1177/10983007070090040601
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