Which characteristics indicate a need for evidence-based reading interventions, and how are they selected?

• A. Intermittent reading difficulties with no data; apply random interventions.
• B. Persistent deficits beyond core instruction; check progress data; select interventions with proven efficacy.
• C. Deficits are ignored and treated as normal variation.
• D. Only focus on phonics without considering progress data.

Answer: (B)

When reading difficulties persist after high-quality core instruction, the next step is to use evidence-based reading interventions and rely on progress data to guide decisions. Persistent deficits show that general instruction alone isn’t meeting the student’s needs, so targeted supports that have demonstrated effectiveness in research are warranted. The interventions chosen should have proven efficacy—they’re backed by evidence showing they can improve reading outcomes for students with similar difficulties. Ongoing progress monitoring then tells you whether the student is responding to the intervention, helps you adjust intensity or switch strategies as needed, and ensures you’re not continuing ineffective supports. This data-driven, research-backed approach contrasts with applying interventions without data, ignoring persistent needs, or focusing narrowly on a single component without checking whether the student is actually making progress.