Research On Reading and Math Intervention in MTSS: Research Matters
with Joseph Witt, PhD iSTEEP Senior Scientist
The term “research-based” is often misused by publishers to market interventions, assessments, and curricula—even when those products lack scientifically sound evidence. True research support means a product has been studied through rigorous, peer-reviewed processes and published in reputable journals. Peer review ensures the research meets high scientific standards and is evaluated by impartial experts. In contrast, many products merely cite anecdotal success or uncontrolled school-level data, which do not meet research standards. For educators implementing RTI or similar systems, it's essential to ask: Has this been studied and published in a peer-reviewed journal?
In this forum, we review research on selected topics that are both practical and impactful—focused on what’s doable in schools and what truly makes a difference in student outcomes. That’s the difference between marketing claims and meaningful evidence.
TOPICS
Maximizing Math Intervention
Short & Sweet Wins: Insights from the Research Matters
by Joe Witt, PhD
April 9, 2025
When it comes to math interventions—especially for building crucial skills like math fact fluency—it’s easy to assume that longer sessions yield better results. But what if that’s not always the case? Turns out consistency is the most important factor.
Accelerating Student Growth
By Joe Witt, PhD
March 21, 2025
You're using effective interventions, and your team is well-trained and working diligently. Yet, your intervention results are falling short of expectations.
In many cases, small adjustments to your existing process can significantly boost student outcomes. Research supports a three-step method for refining problem identification. Click the link to learn more!
Skill Deficit or Motivation Deficit?
By Joe Witt, PhD
March 17, 2025
Too often, we rely on casual observation to judge whether a student is struggling due to a lack of skill or simply a lack of will. This habit leads to incorrect assumptions and ineffective interventions. We need more than a guess; we need a way to know. The Can't Do/Won't Do (CDWD) assessment offers a structured, research-based method for distinguishing between these two barriers to learning, helping us respond with precision instead of speculation.
Getting Started with the Science of Reading
By Joe Witt, PhD
February 25, 2025
One of the most consistently important themes from SoR studies focuses on the question of which early literacy skills must be taught. This question was addressed by the National Reading Panel and more recently by the publication "Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade" In both of these landmark publications, experts recommended the teaching of the "Big Five" skills which include: Phonemic Awareness, Phonics, Vocabulary, Fluency, and Comprehension.
