Multilayer instruction model for first-grade students in general education classes: Reading and writing instruction on special morae

Abstract

The Multilayer Instruction Model (MIM) for general education classes was developed within the frame work of a Response-to-intervention/Instruction (RTI) model. To evaluate the effect of reading and writing instruction on special morae based on the Multilayer Instruction Model, first-grade students (n = 208) from 7 general education classes (both successful readers and struggling readers) were given the Multilayer Instruction Model package involving special morae. The control group (790 first-grade students from 31 general education classes) received no specific instruction. Both groups of students were divided into 4 groups according to the percentile rank of their scores on the Criterion Referenced Test-II Mathematics. The Multilayer Instruction Model-Progress Monitoring (MIM-PM), a reading test, and dictation of special morae were conducted. Scores of the students in the 2 groups were compared within their own percentile group. The results indicated that all the percentile groups receiving Multilayer Instruction Model-based instruction performed significantly higher on all the tests concerned with reading and writing skills. The core instruction by those teachers who adopted the Multilayer Instruction Model also improved.