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.
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.
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.
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.
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.
Peer-Assisted Learning Strategies (PALS) is a peer-tutoring program. According to the developer's website, it is designed to be incorporated into the existing curriculum with the goal of improving the academic performance of children with diverse academic needs. Students partner with peers, alternating the role of tutor while reading aloud, listening, and providing feedback in various structured activities.
Read Naturally® is designed to improve reading fluency using a combination of books, audiotapes, and computer software. The program has three main strategies: repeated reading of text for developing oral reading fluency, teacher modeling of story reading, and systematic monitoring of student progress by the students themselves and by teachers. Students work at a reading level appropriate for their achievement level and progress through the program independently.
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.
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.
S.P.I.R.E is an intensive reading program for non-readers and struggling readers. This multisensory program is based on the Orton-Gillingham approach.