Early-Grade Literacy and Numeracy Recovery in Diverse Elementary Classrooms: A Practical MTSS Framework for Assessment, Differentiation, and Intervention Fidelity

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@article{1719255,
      author = {Honest Tirivavengi, Bothwell Mussett Chitengu, Felistus N Madzivire, Munashe Naphtali Mupa},
      title = {Early-Grade Literacy and Numeracy Recovery in Diverse Elementary Classrooms: A Practical MTSS Framework for Assessment, Differentiation, and Intervention Fidelity},
      journal = {Iconic Research And Engineering Journals},
      year = {2026},
      volume = {9},
      number = {12},
      pages = {3293-3306},
      issn = {2456-8880},
      url = {https://www.irejournals.com/formatedpaper/1719255.pdf},
      abstract = {Early-grade learning recovery remains one of the most consequential instructional challenges facing elementary schools. National evidence from the 2024 National Assessment of Educational Progress shows that fourth-grade reading performance remains below pre-pandemic levels and that 40% of fourth-grade students performed below NAEP Basic in reading, while only 31% performed at or above NAEP Proficient. Mathematics has shown partial recovery, with 39% of fourth-grade students at or above NAEP Proficient and 24% below NAEP Basic, but performance remains below 2019 levels. Florida's 2025 FAST data similarly show improvement in Grades 3-5 ELA/Reading and Mathematics while preserving large absolute gaps for English learners, students with disabilities, and economically disadvantaged students. This article develops a practical multi-tiered system of support (MTSS) model for diverse elementary classrooms, centred on four linked routines: universal assessment, differentiated instruction, targeted intervention, and fidelity-monitored progress review. The manuscript synthesises research on foundational reading instruction, early numeracy, English learner literacy, data-based decision-making, and intervention fidelity. It also presents public-data analysis tables and heat maps to translate broad achievement signals into classroom-level decision rules. The proposed Assessment-Differentiation-Fidelity model argues that recovery is most credible when teachers connect standards, diagnostics, small-group intervention, accommodation fidelity, parent communication, and progress-monitoring evidence in a repeatable 6- to 12-week cycle. The article concludes that early-grade recovery should not be treated as generic remediation. It should be organised as a disciplined instructional improvement system that protects Tier 1 quality, accelerates Tier 2 support, intensifies Tier 3 intervention when growth is insufficient, and uses fidelity evidence to distinguish ineffective instruction from inadequate dosage or access.},
      keywords = {Early Literacy, Early Numeracy, MTSS, Response to Intervention, Differentiated Instruction, English Learners, Students with Disabilities, Progress Monitoring, Intervention Fidelity, Florida FAST, NAEP.},
      month = {June},
      doi = {https://doi.org/10.64388/IREV9I12-1719255}
  }