Reading Intervention Support using the Sunshine Phonics Decodables Series
We have all come across those fortunate learners for whom learning to read comes easily — reading just clicks and learning to read appears to be effortless. For these learners reading happens readily with little instruction in a short space of time.
But as educators, we know it’s not the case for the majority of our students. For many, learning to read is a complex process that requires time, support, and careful instruction. This is why a direct, explicit and systematic approach to the teaching of reading is essential in helping ensure that all children in our care learn to read.
To make sure no child slips through the cracks, we need a clear and purposeful plan — one that includes strong systems for identifying and supporting the students who need help the most. This is where the Response to Intervention model or what is also referred to as the Multi-tiered System of Support comes in.
The Response to Intervention (RtI) model is a whole-school, tiered approach, aimed to improve learning outcomes for all students. It is a way of thinking about how our students are progressing and how to provide the targeted support needed to enable them to succeed in learning to read.
The RtI model has a simple tiered structure that builds support around students, based on what they need. It is designed to grow in intensity depending on how much support a learner requires.
At Tier 1, around 80% of students are expected to thrive with high quality, evidence-based classroom instruction. For most, this whole-class teaching is enough to build strong reading foundations.
At Tier 2, around 15% of our learners will benefit from more intense, targeted small-group instruction.
At Tier 3, around 5% of students will require personalised 1:1 support with a specialist teacher.
Response to Intervention Tiers
Tier 1 – Universal Support (High Quality Initial Instruction)
- Effective Tier 1 instruction is explicit, systematic, and teacher-led.
- High quality, evidence-based structured approach to literacy teaching for all.
- Responsive support within class for those with needs.
- Flexible grouping and regular progress monitoring checks.
“Tier 1 instruction must be so well matched to the students that it causes the most students to meet year-level expectations.” (Stephanie Stollar)
It should be noted that if fewer than 80% of students are not making adequate progress, then our Tier 1 instruction isn’t hitting the mark and it’s time to take a closer look at it. One of the strengths of the RtI model is that it gives us a clear lens for evaluating the effectiveness of our core teaching. If too many students are needing extra support, it’s a signal that Tier 1 instruction may need to be strengthened or adjusted.
Tier 2 – Targeted Support (Evidence-Based Small Group Instruction)
- Small group instruction focused on specific needs (4-6 students).
- Focusing on frontloading key concepts, repetition, and increased intensity of previously taught material.
- Two to three hours of additional support per week.
- Frequent, individual progress monitoring.
There will always be some students who take a little bit longer to grasp the complexities of learning to read. They may not progress as quickly as their classmates. That’s where Tier 2 intervention comes in. Tier 2 intervention provides more intensive, targeted support through small-group literacy sessions. These students receive at least 30 minutes of additional instruction each day, on top of their regular classroom program.
“It is important to identify these low-progress readers as early as possible so that they do not fall too far behind their peers.” (Reynolds et al, 2011)
Tier 3 – Individualised Support (Intensive Specialised Instruction)
- Tier 3 supports our most vulnerable learners.
- Personalised, structured and multi-sensory teaching.
- Tailored to each learner’s needs.
- Involves specialist teachers or programs.
- Frequent progress monitoring.
Even with strong Tier 2 support in place, there will still be a small group of students — around 3–5% — who need something more. These learners may be dyslexic, have intellectual differences, or experience developmental language disorders that make learning to read particularly challenging.
Tier 3 instruction is designed specifically for them. It’s highly intensive, one-on-one teaching that is carefully tailored to the individual’s needs. Ideally, this instruction is delivered by a trained reading specialist who understands how to support learners with complex literacy needs.
In Tier 3 intervention ongoing progress monitoring is essential. It allows us to track whether the intervention is working and ensures that instruction continues to be responsive, targeted, and effective.
Sunshine Phonics Decodables Series
The Sunshine Phonics Decodables Series is an evidence-based, synthetic phonics program which has been developed to teach students to read in a structured, systematic way and is appropriate for use in all tiers of the RTI model due to its structured, cumulative approach and flexible design.
Reading, spelling and writing of new grapheme-phoneme correspondences (GPCs) are all explicitly taught at the same time following a detailed scope and sequence. A Term Overview and Week-by-Week Teaching Planner are provided for guidance on the pace of teaching.
Each daily lesson includes revision of previous learning, explicit teaching of the new learning and opportunity to practise and apply that new learning in reading, spelling and writing.
It’s a practical, research-aligned program that supports teachers in providing lessons which give their students multiple opportunities to succeed—whether they’re teaching at Tier 1 or providing additional support for students at Tiers 2 or 3.
Johnna Alborn
Deputy Principal/Literacy Facilitator
References:
New Zealand Ministry of Education (2020) About dyslexia: supporting literacy in the classroom.
Effective Instruction in Reading and Spelling, edited by Kevin and Robyn Wheldall, Jennifer Buckingham, MRU Press, 2023.