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.


Reading Racetracks

Instructional Practice
Oral Reading Fluency
Tier I,II

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

Instructional Practice
Comprehension, Oral Reading Fluency

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.

Repeated Reading

Instructional Practice
Comprehension, Oral Reading Fluency

Repeated reading is a strategic approach designed to increase reading fluency and comprehension. During repeated reading, students read and re-read a selected short passage until they reach a satisfactory level of fluency.


Instructional Practice
Tier I

In retelling, students will retell the events in a passage they have either read or heard.

Word Sort

Instructional Practice, Learning Strategy
Tier I,II

The Word Sort strategy increases students’ understanding of content related vocabulary words by allowing the students to sort predetermined words into categories (closed sort) or sorting the words that they decide are related into groups (open sort). Students can more familiar with new vocabulary through a word sort or students can gain extra practice with previously learned vocabulary through word sorts.

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