Date of Award
8-26-2026
Document Type
Thesis
Degree Name
Master of Arts in Education
Department
Education
Program
Differentiated Instruction
Capstone Instructor
Kelly Sadlovsky
Second Reader
Dr. Jeanetta Searcy-Cooper and Kristin Blevins
Keywords
Multi-Tiered System of Supports (MTSS), Tier 2 reading intervention, at-risk students, early intervention
Abstract
The implementation of Tier 2 reading interventions within a Multi-Tiered System of Supports (MTSS) framework played an important role in improving reading outcomes for elementary students identified as at risk for reading difficulties (Behrens, 2025). This literature review synthesized qualitative, quantitative, and mixed-method, peer-reviewed research to examine how elementary educators can effectively implement Tier 2 reading interventions that support student reading achievement. Key findings emphasized the relationship between early intervention and reading growth, the use of targeted, evidence-based instructional practices, the importance of progress monitoring and data-driven decision-making, and the long-term effects of Tier 2 interventions on reading achievement. The literature also identified system-level barriers, including challenges related to intervention fidelity and resource availability that can influence the effectiveness of Tier 2 supports. Collectively, the findings suggested that successful Tier 2 implementation required timely identification of students, high-quality instruction, ongoing assessment, and consistent schoolwide support to maximize reading outcomes for students at risk. These findings provided practical recommendations for educators and school leaders seeking to strengthen Tier 2 reading intervention practices within an MTSS framework and improve early literacy achievement.