Students in middle and high school who lack advanced words skills and are slower oral readers than their peers. This program is designed for students reading at a 2.5 grade level or above.
REWARDS Secondary is a strategic, short term intervention program. It is an explicit and systematic program following the “I do,” you do,” “we do” model.
The primary focus in this program is building oral and silent reading fluency. It also incorporates approaches for decoding multisyllabic words often found in content-area texts. Additionally, this program contains approaches for building general academic and domain-specific vocabulary.
Graves, A. W., Duesbery, L., Pyle, N. B., Brandon, R. R., & McIntosh, A. S. (2011). Two studies of Tier II literacy development: Throwing sixth graders a lifeline. The Elementary School Journal, 111(4), 641-661.
Kundert, D. K., Newman, D. L., Gifford, T., Haase, R. F., & Clure, G. (2012). New York State Striving Readers Review Technical Report 3: The impact of REWARDS on multisyllabic word reading. University at Albany/SUNY: The Evaluation Consortium.
Shippen, M. E., Houchins, D. E., Steventon, C., & Sartor, D. (2005). A comparison of two direct instruction reading programs for urban middle school students. Remedial and Special Education, 26(3), 175-182.
Vaughn, S., Cirino, P. T., Wanzek, J., Wexler, J., Fletcher, J. M., Denton, C. D., Barth, A., Romain, M., & Francis, D. J. (2010). Response to intervention for middle school students with reading difficulties: Effects of a primary and secondary intervention. School Psychology Review, 39(1), 3-21.
Florida Center for Reading Research
Rewards Observation Form
Implementation training, online training, and two-day teacher training workshops are available.