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 MS DP 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.
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.
One foundational skill to support reading fluency is rapid recognition of sight words (NICHHD, 2000). This Direct Instruction tutoring intervention promotes student acquisition of common sight words. This simple practice can be used by teachers, support staff, paraprofessionals, or parents.
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.
This instructional activity involves the use of flash cards to provide additional practice and exposure to familiar spelling patterns, blends, rimes, digraphs, etc. in words.
One foundational skill to support reading fluency is rapid recognition of sight words (NICHHD, 2000). Folding In is a simple tutoring intervention that promotes student acquisition of common sight words. This simple practice can be used by teachers, support staff, paraprofessionals, or parents.
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.
Graphosyllabic analysis is a decoding strategy that uses five steps for syllable analysis. This strategy uses one syllabication rule—the need to create a separate syllable for each vowel sound.
Guess the Word is an instructional practice activity that utilizes sound stretching or “snail talk” to assist students in discriminating the individual sounds in words.
Have You Ever? is an instructional practice that affords students the opportunity to associate newly learned words with contexts from their own personal experiences.
In paired reading, students read aloud to each other with more fluent readers paired with those that are less fluent. Paired reading can be used with any book or text in a variety of content areas, and can be implemented in a variety of ways.
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.
This practice aims to increase the fluency and acquisition of sight words for elementary students through a game-ified drill and practice. A teacher composes the Reading Racetracks (“target” and “review” versions) from a master sight-word list. In a game-like format, an individual student reads aloud from a “racetrack” wordlist for 1 minute, the teacher records their reading performance, and repeats the wordlist reading until reaching a pre-set benchmark.
Reading While Listening involves practicing reading while listening to a proficient reader (or an audio recording) of a fluent reading of the text and pointing at the words.