MTSS-Based Reading Comprehension Interventions for Middle School ELLs: A Case Study

Abstract

This study examined the effectiveness of a Multi-Tiered System of Supports (MTSS) intervention in improving reading comprehension among middle school English language learners (ELLs). Using a mixed-methods, retrospective case study design, data were collected from 38 Tier 3 ELL students across Grades 6–8, including pre- and post-intervention FAST scores and qualitative classroom observations. Results indicated non-significant improvements across grade levels (6th: +5.5, p = .250; 7th: +3.7, p = .541; 8th: +10.0, p = .102), suggesting insufficient evidence to reject the null hypothesis. Students’ posttest scores remained 28–34 points below grade-level benchmarks. However, descriptive trends revealed a positive association between intervention frequency and reading gains, with higher session exposure corresponding to greater improvement. Qualitative findings highlighted the influence of engagement, attention, and classroom environment, as well as the importance of culturally responsive instruction and explicit vocabulary development. Overall, findings suggest that while MTSS interventions may yield limited gains, increased instructional intensity, duration, and alignment with student needs are critical to improving reading outcomes for ELLs.