THE INSTRUCTIONAL HIERARCHY - A CONCEPTUAL-MODEL FOR UNDERSTANDING THE EFFECTIVE COMPONENTS OF READING INTERVENTIONS

This article examines the Instructional Hierarchy, a conceptual framew ork for refining the notion of academic responding according to a lear ning hierarchy and describing treatment components (e.g., modeling, dr ill, reinforcement, etc.) that correspond to different stages of the l earning hierarchy. We review the research on the relationship between different treatment components and student responding and make recomme ndations for the practice of academic intervention in reading and for future research in this area.