Leveled Literacy Intervention National Tutoring Scale-Up
Leveled Literacy Intervention National Tutoring Scale-Up (LLI NTS) is a collaborative project between The Ohio State University and Lesley University.
LLI is a short-term, supplementary, small-group literacy intervention model designed to support the accelerated learning of students in grades kindergarten through grade two (and beyond) who are performing below grade level in reading and writing.
LLI provides explicit, intensive instruction to three children at a time in the essential areas of phonological awareness, phonics, fluency, vocabulary, reading comprehension, oral language skills, and writing. Teachers match students with texts of progressing difficulty and deliver systematic lessons that address students’ reading needs. Instructional sessions are 30 minutes daily for approximately 14 to 18 weeks.
For Training Tutors and Lead Tutors by Ohio State and Lesley University, please complete this form.
|Grade Levels||Group Size||Tutor Type||Students Per Year||Qualifying Studies||Average Effect Size|
|K-2||Three||Teacher, Teacher Assistant, Paraprofessional, Reading Teacher, Literacy Specialist||48 students per tutor per year||ESSA: 2||ESSA: +0.17|
|LLI Systems||Small-Group Size||Daily Instruction||Success in Weeks|
|K,1, 2||1:3 Teacher-to-Student ratio||30-minute lessons,5 days per week||14-18 weeks of explicit, direct instruction|
LLI Tutors are school district employees who work directly with groups of three children for 30 minutes per day. A full-time tutor can serve up to 8 groups over the school day. Tutors will be college graduates who are willing to engage in the required training and communication systems; an education background or teaching certification is not required.
LLI Lead Tutors
LLI Lead Tutors are school district employees who work with groups of children daily and support the implementation effort. They are selected by the district for their expertise and skills in leadership, team building, organizing, and monitoring the efforts of LLI Tutors. They provide face-to-face support to tutors by leading discussions, guiding their application of the lesson framework, providing feedback on how they interact with children, and monitoring children’s progress.
Lesley University and Ohio State work in collaboration to train LLI Tutors and LLI Lead Tutors.
Lead Tutors and Tutors are usually district employees or contractors.
LLI is designed to be used daily (30-minutes of instruction for K-2) with small groups of students who need intensive teaching to achieve grade level competencies. Students should be effectively grouped in LLI by similarity, both considering reading level and literacy strengths and needs. LLI is for:
- Students who need intensive support to achieve grade level competencies;
- Students acquiring English as an additional language;
- Students identified as special needs (if LLI meets the educational program specifications for that student.)
Each LLI System includes the following digital resources:
- Teacher Digital Resources: Online Resources provide tutors with the tools to create customized word, letter, and phonics games for LLI lessons, as well as digital access to identified lesson resources;
- Online Data Management System (ODMS): A secure and efficient way to collect, analyze, and report LLI student data according to district requirements;
- Professional Learning and Tutorial Videos: Model videos created for each LLI System featuring model lessons, instructional procedures, and a tutorial on coding, scoring, and analyzing reading records.
Digital Subscription for LLI (annual renewal) offers access to student texts of the LLI Systems in a secure student-facing platform.
LLI curriculum resources are carefully written and designed to capture the interest of young students with fast-paced lessons that deliver high-impact teaching. LLI lessons focus on phonemic awareness, phonics, comprehension, vocabulary, fluency and writing about reading with opportunities to read a variety of fiction and nonfiction genres.
Each LLI System provides:
- Combination of reading, writing, and phonics/word study;
- Systematic and explicit work on sounds, letters, and words;
- Explicit attention to genre and to the features of both fiction and nonfiction books;
- Writing about reading for the purpose of communicating and learning how to express ideas using a variety of writing strategies;
- Home/school connections and communication tools;
- Digital support for assessment, record keeping, lesson instruction and home/school connection;
- Close reading to deepen and expand comprehension. (Each lesson includes a new and highly engaging text. Kindergarten: 110 original books. Grade 1: 130 original books. Grade 2: 120 original books.)
Primary (K-2) and Intermediate / Middle Level (3-8)
The LLI National Tutoring Scale-Up includes the Benchmark Assessment System 1 (BAS1) for intake and evaluation of student competencies and grouping, as well as built-in initial and ongoing assessments, progress-monitoring, and record-keeping instruments that are practical and that continuously inform teaching. The assessments will help determine appropriate reading levels for grouping and provide useful information on phonics and word analysis, writing, reading, and comprehending to inform daily teaching.
In LLI lessons, instruction centers around four critical areas: reading texts, writing texts, phonics/word work, and oral language learning. Children read numerous books, write stories, learn phonics skills in a systematic way, and expand their oral language, including vocabulary.
The design of the standard lesson framework includes original leveled books based on the F&P Text Level Gradient™. In the alternating odd/even framework, the two texts provide different experiences for students and different opportunities for intensive teaching. The instructional level text is just a little harder than we would expect the students to read independently, but with strong teaching they can process the text effectively. The independent level text provides the experience of reading a new book with ease—something struggling readers rarely experience.
Professional Development, Progress Monitoring & Follow-up
LLI Tutors and LLI Lead Tutors are trained online by university trainers at Ohio State and Lesley University.
School based LLI Tutors and LLI Lead Tutors participate in three days of initial real-time training provided online by university trainers. In addition, ongoing professional development is provided through bi-monthly live virtual meetings and a variety of additional asynchronous learning opportunities. LLI Tutors receive 75 hours of training in total.
LLI Lead Tutors receive the same 75 hours of training that tutors receive, plus an additional 25 hours of training in overseeing the implementation of LLI. Lead Tutors receive the additional support from university trainers in topics like progress monitoring, implementation problem-solving, observation of LLI teaching, and working with adult learners.
LLI Lead Tutors complete coaching visits to observe tutors in action when possible. They hold weekly huddles with tutor teams to facilitate problem-solving, monitor student progress, and provide support.
Research on Program Outcomes
- What Works Clearing House (WWC). WWC Systematic review of evidence from independent research studies of LLI. RESULT: POSITIVE EFFECTS on general reading achievement.
- Every Student Succeeds Act (ESSA). Evidence for ESSA’s review of the independent research studies on LLI. RESULT: STRONG evidence of effectiveness for students.
- Independent Efficacy Studies. Center for Research and Educational Policy at University of Memphis examined the efficacy of LLI. RESULT: Positively impacts students’ literacy achievement.
- National Center on Intensive Intervention at American Institutes for Research. RESULT: Convincing evidence as an effective intervention.
- Heinemann LLI Data Collection Project. RESULT: Students achieved expected reading progress in half the time.