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

Structural Analysis

Learning Strategy
Phonics & Decoding
Tier I,II
K—5th

Structural analysis is a strategy that can be used to facilitate decoding as students become more proficient readers. The decoding strategies in structural analysis aid students in learning parts of words (prefixes, suffixes) so they can more easily decode unknown multi-syllabic words.

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.

Word Map

Learning Strategy
Vocabulary
Tier I
2nd—12th

Word mapping is a strategy that focuses on vocabulary by providing the students a visual framework to assist in the introduction, identification, and understanding of a vocabulary word. Throughout content areas, students can utilize word maps to deepen their understanding of academic language and increase reflection on words that are frequently encountered throughout readings.

Word Sort

Instructional Practice, Learning Strategy
Vocabulary
Tier I,II
2nd—12th

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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