Intervention Tool Chart :: Reading

Looking for an intervention for your students?  The Intervention Tools Chart is designed to be used by educators as a resource to locate interventions, instructional practices, and learning strategies that can be used within an RtI process.  Please note:  the listing of specific tools is not meant as an endorsement by the NYS RtI TAC or the NYSED.  Rather, it is up to the consumer to research selected tools for evidence of effectiveness.  The chart contains three types of tools that are either free or available for purchase:  commercial programs, instructional practices, and learning strategies.

Title
Component
Tier
Grade
Phonemic Awareness, Phonics & Decoding
Tier III
Pre-K—12th

The Barton Reading & Spelling System® is a one-to-one tutoring system designed to improve the reading, writing, and spelling skills of children, teenagers, or adults who struggle due to dyslexia or another learning disability. Although the program is designed to be one-to-one, it may also be used in a small group setting, but each level will take longer to complete.

Change One Letter

Sample Lesson/Activity
Phonics & Decoding
Tier II,III
K—2nd

The National Center on INTENSIVE INTERVENTION has sample lessons and activities intended to assist special education teachers, interventionists, and others working with students with intensive reading needs.

The lessons/materials are not intended to be used as an intervention, but can provide support for developing and customizing lessons to meet student needs.

ClassWide Peer Tutoring

Instructional Practice
Comprehension, Oral Reading Fluency, Vocabulary
Tier I,II
1st—12th

According to What Works Clearinghouse, ClassWide Peer Tutoring (CWPT) is a peer-assisted instructional strategy designed to be integrated into any existing reading curriculum. CWPT provides students with increased opportunities to practice reading skills by asking questions and receiving immediate feedback from a peer tutor. Pairs of students take turns tutoring each other to reinforce concepts and skills initially taught by the teacher. Thus, students will fulfill both the role of the tutor and tutee. The teacher creates age-appropriate materials, taking into account the students’ language skills and disabilities.

 

This is an instructional practice. An instruction practice is a teaching method that guides interactions in the classroom and supports student learning. Instructional practices involve an educator using particular method, practice, or protocol during instruction.

Close Thinking

Learning Strategy
Comprehension
K—2nd

Close Thinking is a strategy for complex texts that develops the students’ understanding through multiple opportunities to hear the same text. It is based on the thinking that each time the student hears the text, something new is discovered. Each time a student hears a short, complex text read aloud to them, the level of thinking becomes more in depth allowing the student to grasp the reading better and better each time. Teachers must scaffold this strategy to engage the students in a deep dive of the text and influential discussion.

Concentration

Sample Lesson/Activity
Phonics & Decoding
Tier II,III
K—3rd

The National Center on INTENSIVE INTERVENTION has sample lessons and activities intended to assist special education teachers, interventionists, and others working with students with intensive reading needs.

The lessons/materials are not intended to be used as an intervention, but can provide support for developing and customizing lessons to meet student needs.

Vocabulary
Tier I
1st—12th

Cover, Copy, and Compare (CCC) is a self-managed intervention that can be used to enhance accuracy in spelling, vocabulary, word identification, or other academic subject areas. In CCC, students look at an academic stimulus (e.g., spelling word). They then cover it, copy it, and evaluate their response by comparing it to the original word. If there is an error, the students engage in error correction procedures before moving onto the next item.

Comprehension
Tier I
1st—12th

The Collaborative Strategic Reading (CSR) strategy incorporates cooperative learning, vocabulary development, questioning techniques, opportunities to practice, and students’ use of prior knowledge. As a multi-component reading strategy, its success is based on use of all four of the following components each time students read Preview, Get the Gist, Click or Clunk?, and Wrap Up. CSR was designed to be used with expository text, but can be adapted for other text.

 

 

CSR (01) - Preview

Learning Strategy
Comprehension
Tier I
K—12th

Preview is one fourth of CSR, a learning strategy shown to improve students’ reading comprehension when all four parts of CSR are used by students. The role of Preview within CSR is for students to think about what they already know about the topic of the text and to make predictions about the text using features such as titles, subtitles, graphs, illustrations , and other text cues.

CSR (02) - Get the Gist

Learning Strategy
Comprehension
Tier I,II,III
2nd—12th

Get the Gist is one fourth of Collaborative Strategic Reading (CSR), a learning strategy shown to improve students’ reading comprehension when all four parts of CSR are used by students. The role of Get the Gist within CSR is to aid students in identifying the main ideas as they read. This increases the likelihood that they will understand what they are reading.

According to extensive research on CSR, Get the Gist must be implemented as part of the CSR strategy if positive effects are to be achieved.

CSR (03) - Click or Clunk?

Learning Strategy
Comprehension, Vocabulary
Tier I,II
2nd—12th

This strategy can be used as part of the Collaborative Strategic Reading (CSR) reading strategy.

 

Click or Clunk? is a self-checking learning strategy comprehension. Clicks are sections of the text that make sense to the reader; comprehension “clicks.” Clunks can be word(s), idea(s), or concept(s) that do not make sense to the reader; comprehension “breaks down.” Using this strategy, students periodically check their understanding of sentences, paragraphs, and pages of text for “clicks” and “clunks” as they read. If they encounter problems with vocabulary or comprehension, they use a checklist to apply simple strategies to solve those reading difficulties.

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