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
Comprehension, Oral Reading Fluency, Phonemic Awareness, Phonics & Decoding, Vocabulary
Tier I,II
K—12th

Peer-Assisted Learning Strategies (PALS) is a peer-tutoring program. According to the developer's website, it is designed to be incorporated into the existing curriculum with the goal of improving the academic performance of children with diverse academic needs. Students partner with peers, alternating the role of tutor while reading aloud, listening, and providing feedback in various structured activities.

Phoneme Segmentation Lesson/Activity

Sample Lesson/Activity
Phonemic Awareness
Tier II,III
K—2nd

The National Center on INTENSIVE INTERVENTION has sample lessons and activities intended to assist special education teachers, interventionists, and others working with students with intensive reading needs.

The lessons/materials are not intended to be used as an intervention, but can provide support for developing and customizing lessons to meet student needs.

PhonicsQ

Commercial Program
Phonics & Decoding
Tier I,II,III
K—12th

PhonicsQ is visual system of picture cues in three different formats. It is designed to help students link the phonemes of oral language and the graphemes of written language to decode, encode and pronounce new words. This system provides a single picture as a cueing device for a particular sound (i.e. oo, ow). The PhonicsQ system can be used to supplement/support any reading programs and approaches.

Phonics & Decoding
Tier II,III
1st—4th

The National Center on INTENSIVE INTERVENTION has sample lessons and activities intended to assist special education teachers, interventionists, and others working with students with intensive reading needs.

The lessons/materials are not intended to be used as an intervention, but can provide support for developing and customizing lessons to meet student needs.

Read Naturally

Commercial Program
Comprehension, Oral Reading Fluency, Vocabulary
Tier II,III
1st—12th

Read Naturally® is designed to improve reading fluency using a combination of books, audiotapes, and computer software. The program has three main strategies: repeated reading of text for developing oral reading fluency, teacher modeling of story reading, and systematic monitoring of student progress by the students themselves and by teachers. Students work at a reading level appropriate for their achievement level and progress through the program independently.

Reading Mastery

Commercial Program
Comprehension, Phonemic Awareness, Phonics & Decoding, Vocabulary
Tier I,II,III
K—2nd

Reading Mastery is an accelerated program that aims to help beginning readers identify letter sounds, segment words into sounds, blend sounds into words, develop vocabulary, and begin to learn comprehension strategies.  Reading Mastery Classic consists of two levels. Reading Mastery Fast Cycle is an accelerated program that condenses Levels I and II.

Reading Mastery can be used as a supplement to a core reading program or as a stand-alone reading program for students with or without disabilities.

Reading Racetracks

Instructional Practice
Oral Reading Fluency
Tier I,II
Pre-K—4th

This practice aims to increase the fluency and acquisition of sight words for elementary students through a game-ified drill and practice. A teacher composes the Reading Racetracks (“target” and “review” versions) from a master sight-word list. In a game-like format, an individual student reads aloud from a “racetrack” wordlist for 1 minute, the teacher records their reading performance, and repeats the wordlist reading until reaching a pre-set benchmark.

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.

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.

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