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.

Reading Wings

Commercial Program
Comprehension, Oral Reading Fluency, Phonics & Decoding
Tier I,II
2nd—6th

Reading Wings is a reading curriculum that uses Success for All’s core instructional structures to target vocabulary development, reading comprehension, fluency, oral-language development, and written expression by providing students ample opportunities with both narrative and expository text.

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.

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.

Sticky Notes Bookmark

Learning Strategy
Comprehension
K—5th

The Sticky Notes Bookmark strategy engages student in the reading actively as they must identify four different aspects of the text being read. They must identify an interesting part of the book (!), a part of the book that has a vocabulary word that they would like to discuss deeper (V), a part that is confusing (?), and lastly a part that identifies an illustration, map or graph to help the reader understand the text (graph). Students using this strategy read with preconceived questions and markers to identify.

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.

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