Construction of a system to generalize a Multi layer Instruction Model (MIM) aiming to provide scientific-based instruction for students with learning difficulties in general education classes

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The Multilayer Instruction Model (MIM; Kaizu et al., 2008) was developed based on the RTI model and adapted to the Japanese education system. The MIM is an instructional model that aims at overall enhancement of general education as well as individual students with respect to reading skills. Furthermore, it involves identification of careful and preventive assessments and relating them to effective instruction. In order to achieve these goals, a teaching package was previously created that included both assessment and teaching materials. The goal of the current study was to expand the MIM from a school level to a district level. This goal was accomplished as the local district employed the MIM in teaching all of its 1st grade students (JV=1,097). The results of district-wide implementation indicated the following: (a) the students who received MIM instruction performed higher on measures of comprehensive reading skills, (b) these students also reported a more positive attitude towards reading, and (c) teachers who adopted the MIM recognized the relationship between assessments and instruction. The second goal of this study was to investigate the effectiveness of the MIM-PM, which is a screening and progress-monitoring tool and focuses on basic reading skills. The previous study involved standardization of the MIM-PM on 1st and 2nd grade students. The current study also provided strong evidence for using the MIM-PM as a valid measure that reflects developmental changes in reading. They also suggested that it could be utilized as an initial screening tool in a wide range of grades in elementary schools.