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.

Title
Component
Tier
Grade

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.

CSR (04) - Wrap Up

Learning Strategy
Comprehension
Tier I
3rd—12th

Wrap Up 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 Wrap Up is to aid students in understanding and remembering what they have learned. This strategy requires two steps: generating questions and reviewing important ideas. As students often have difficulty generating effective questions from text, it may take time for them to learn this skill.

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

Oral Reading Fluency
Tier II,III
1st—5th

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.

 

Earobics®

Commercial Program
Comprehension, Oral Reading Fluency, Phonemic Awareness, Phonics & Decoding, Vocabulary
Tier II,III
K—3rd

Earobics® is an adaptive, computer-based reading intervention program with supplemental materials. This program focuses on building foundational skills using multimedia materials. Supplemental materials include classroom activities, letter-sound cards, and leveled readers. Earobics® can be used to supplement any core reading program.

Fluency Formula

Commercial Program
Oral Reading Fluency
Tier I,II,III
1st—6th

Fluency Formula is a supplemental curriculum designed to promote reading fluency for first through sixth grade students. The program emphasizes automatic recognition of words, decoding accuracy, and oral expressiveness as the foundation for building reading fluency.

Fluency Word Cards

Instructional Practice
Oral Reading Fluency
Tier II,III
1st—5th

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.

Folding In - Sight Word Intervention

Instructional Practice
Oral Reading Fluency
Tier II,III
Pre-K—5th

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.

Four-Box Comment Card

Learning Strategy
Comprehension
3rd—12th

The Four-Box Comment Card strategy focuses on deeper comprehension of a text by providing four prompts for the students to answer as they read through a text with discussion time to allow deeper understanding. The most common prompts include one comment, one surprise, on question, or one observation. This strategy can be used in small groups or whole group instruction, and it encourages students to critically think and take a position on an informational text.

Fundations

Commercial Program
Comprehension, Oral Reading Fluency, Phonemic Awareness, Phonics & Decoding, Vocabulary
Tier I,II
K—3rd

Fundations® is multisensory and focuses on hands-on learning with active participation by students, including the use of puppets. Instructional materials include a CD-ROM for teacher training, a manual describing activities, and a specific daily curriculum.  Materials such as manipulatives, student notebooks, word, sound, and syllable cards, and even owl puppets are all used to help teach the curriculum.  A Home Support Pack, available in both English and Spanish, is also a key component of the curriculum.

Funnix

Commercial Program
Phonemic Awareness, Phonics & Decoding
Tier II,III
K—3rd

Using a Direct Instructional approach, Funnix is a computer based reading program designed to teach phonics explicitly to struggling readers.  Though this program is delivered via computer, it is not designed to be used independently.  Rather, it is designed for an educator to use with the students.  There are workbooks available (either as a free download or for purchase) to accompany the program.

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