Journal article
Fidelity of Implementation and Instructional Alignment in Tier 2 Interventions: An Updated Review of Experimental Studies
Learning disabilities research and practice
08/17/2026
DOI: 10.1177/09388982261476719
Abstract
Multi-tiered systems of support in reading (MTSS-R) allocate instructional resources to identify and address students’ needs. Tier 1 instruction is designed to meet the needs of most students, with more intensive standardized instruction provided in Tier 2 for students who need additional support. Prior research has emphasized the importance of high-quality Tier 1 instruction and alignment with Tier 2 interventions, but noted that few Tier 2 studies reported sufficient information to determine fidelity or alignment of school-implemented Tier 1 instruction. This review synthesized experimental studies ( k = 26) published since 2011 and found that while reporting of Tier 2 intervention fidelity has improved, many studies provide limited information about school-implemented Tier 1 instruction. Nonetheless, more studies assess or actively manipulate Tier 1 instruction. Increased attention to the wider MTSS-R context of Tier 2 intervention has implications for practice and future research. How reading interventions fit within schoolwide instruction: results of recent research on fidelity and alignment of Tier 2 literacy interventions. Plain Language Summary Schools use multi-tiered systems of support in reading (MTSS-R) to provide effective literacy instruction for all students. In MTSS-R, students receive generally effective instruction in Tier 1. Students who need extra help often receive small-group interventions in Tier 2. The success of Tier 2 interventions can depend on the quality of Tier 1 and how well the two levels of instruction fit together. This review examined 26 experimental Tier 2 reading intervention studies published since 2011. Our aim was to understand how often researchers reported information about (a) the quality of Tier 1 instruction (implementation fidelity) and (b) how well Tier 1 aligns with Tier 2 intervention. Overall, reporting practices have improved. However, information about Tier 1 instruction is still reported less consistently compared to Tier 2 interventions. Studies were more likely to describe Tier 1 instruction when researchers implemented changes to typical classroom practices in addition to Tier 2 intervention. Improving transparency in this area can help educators, researchers, and policymakers make better decisions about adopting and implementing reading interventions.
Details
- Title: Subtitle
- Fidelity of Implementation and Instructional Alignment in Tier 2 Interventions: An Updated Review of Experimental Studies
- Creators
- Murphy K. Young - University of IowaSeth King - University of IowaShawn Datchuk - University of IowaKimberly McFadden - University of IowaHyejeong Yoon - University of Iowa
- Resource Type
- Journal article
- Publication Details
- Learning disabilities research and practice
- DOI
- 10.1177/09388982261476719
- ISSN
- 0938-8982
- eISSN
- 1540-5826
- Publisher
- Sage
- Grant note
- Iowa Department of Education: 19050000
The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was funded by the Iowa Department of Education (grant no. 001925).
- Language
- English
- Electronic publication date
- 08/17/2026
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9985219041802771
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