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 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.


REWARDS Secondary

Commercial Program
Oral Reading Fluency, Phonics & Decoding, Vocabulary
Tier II

REWARDS Secondary is a strategic, short term intervention program. It is an explicit and systematic program following the “I do,” you do,” “we do” model.


Commercial Program
Phonemic Awareness, Phonics & Decoding

The SIPPS program is a systematic decoding program that helps developing and struggling readers. Teachers at all grade levels can provide instruction based on student need, as determined by the SIPPS placement test.  Additionally, it makes use of grade-appropriate materials.


There are three levels in the SIPPS program—Beginning and Extension Levels for grades K–3 and Challenge Level for grades 2–12. The content of Beginning and Extension Levels is covered by SIPPS Plus for grades 4–12.


When used as a developmental reading program, SIPPS is intended for kindergarteners through fourth-graders. As an intervention program, it can be used in grades 1–12.

Wilson Reading System®

Commercial Program
Comprehension, Oral Reading Fluency, Phonemic Awareness, Phonics & Decoding, Vocabulary
Tier III

The Wilson Reading System® (WRS®) is the flagship program of Wilson Language Training® and the foundation of all other Wilson programs.  The WRS® is an intensive Tier 3 program.  It is designed for students with word-level deficits not making sufficient progress through their current intervention, have been unable to learn with other teaching strategies and require multisensory language instruction, or who require more intensive structured literacy instruction due to a language-based learning disability, such as dyslexia.

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