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

Reading While Listening

Instructional Practice
Comprehension, Oral Reading Fluency
Tier II,III
K—12th

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.

Reciprocal Teaching

Instructional Practice
Comprehension
Tier I
4th—12th

Reciprocal teaching is an interactive instructional practice. This practice can be used to improve comprehension; teachers and students take turns leading a dialogue around sections of a text and apply four comprehension strategies (generating questions, summarizing, clarifying, predicting) to obtain meaning from a text.

Repeated Reading

Instructional Practice
Comprehension, Oral Reading Fluency
Tier I,II,III
1st—12th

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.

Retelling

Instructional Practice
Comprehension
Tier I
1st—12th

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

REWARDS Plus

Commercial Program
Comprehension, Oral Reading Fluency, Phonics & Decoding, Vocabulary
Tier II
6th—12th

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

Study Guide

Learning Strategy
Comprehension
3rd—12th

Study Guides are a useful strategy as the teacher is able to support student learning by pointing students in the correct direction to identify important content specific information rather than unimportant content specific information. Study Guides allow the teacher to hone in on essential pieces of content-related information to set their students up for success.

Text Annotation

Learning Strategy
Comprehension
2nd—12th

Text Annotation is a strategy that allows students to take ownership of what they are reading by writing notes, symbols, bullet points, circles, underlining, and any other written feature that helps them comprehend the text. It can be used across content areas and couple with other strategies. Text Annotation allows students to create a record of their thoughts throughout a reading.

Text Structures

Learning Strategy
Comprehension
K—12th

Text Structures such as sequence/order, compare-contrast, and cause-effect can be crucial to comprehending a passage, and graphic organizers help students to identify these text structures visually and structurally. This allows the student to understand what the author is saying by identifying how the author is saying it.

Text-Dependent Questions

Learning Strategy
Comprehension
K—12th

Text-Based Questions are questions that must be answered only by reading through a text. They are designed to engage the students after a reading and encourages higher level thinking from literal comprehension to critical thinking or inferential comprehension.

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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