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

Road to the Code

Commercial Program
Phonemic Awareness
Tier II,III
K—1st

Road to the Code is an 11-week developmentally-sequenced program designed for teaching phonemic awareness and letter/sound correspondence.

S.P.I.R.E.

Commercial Program
Comprehension, Oral Reading Fluency, Phonemic Awareness, Phonics & Decoding, Vocabulary
Tier II,III
Pre-K—8th

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.

SIPPS

Commercial Program
Phonemic Awareness, Phonics & Decoding
Tier I,II,III
Pre-K—12th

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.

Soar to Success: Reading

Commercial Program
Oral Reading Fluency, Phonemic Awareness, Phonics & Decoding
Tier II,III
K—8th

Soar to Success: Reading is an intensive reading intervention program that uses literature, strategies, and graphic organizers to accelerate reading growth. The program offers fast- paced lessons, consistent routines, and focuses on foundational skills and reading strategies through a balance of weekly fiction and nonfiction trade books.

Syllable Isolation Lesson/Activity

Sample Lesson/Activity
Phonemic Awareness
Tier II,III
K—3rd

TouchPhonics

Commercial Program
Phonemic Awareness, Phonics & Decoding
Tier II,III
K—5th

Touchphonics® is a supplemental program with a hands-on approach to phonics and word story. This program should not be used in isolation - it is meant to be a supplemental program to core instruction.

Voyager Passport®

Commercial Program
Comprehension, Oral Reading Fluency, Phonemic Awareness, Phonics & Decoding, Vocabulary
Tier II,III
K—5th

Voyager Passport® is a strategic reading intervention designed for K-5 students reading below grade level. This program uses a blended approach—combining teacher led and online instruction. 

The program integrates five components of reading (phonemic awareness, phonics, fluency, vocabulary, comprehension) into an instructional routine.

The program provides instruction, corrective feedback, and practice time in a small group setting. Each level of Voyager Passport® consists of 120 lessons that are divided into ten-day units.

Wilson Reading System®

Commercial Program
Comprehension, Oral Reading Fluency, Phonemic Awareness, Phonics & Decoding, Vocabulary
Tier III
2nd—12th

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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