General Reading Interventions
Name |
Domain |
Tier |
Grade |
Description |
Resources |
Cross Age Peer Tutoring |
Reading |
2 |
K-12 |
This is a cross-age peer tutoring intervention that works by pairing students from different grades and ability levels to work on an academic skills together. |
|
Instructional Match K-12 |
Reading |
2, 3 |
K-12 |
The purpose of this intervention is to improve instruction through the accurate assessment of the student’s current instructional level and selection of appropriately matched curriculum and materials to the student’s current level and ability. |
|
Interspersing Easier Problems in Drill Practices |
Reading |
2, 3 |
K-12 |
This intervention allows students to become engaged in tasks, because the assignment fits the students level while maintaining the simplicity of the curriculum. |
|
Leveled Literacy Intervention Systems (LLI) |
Reading |
2, 3 |
K-8 |
Intervention program designed for children who struggle with reading and writing. LLI is designed to help teachers provide powerful, daily, small-group instruction for the lowest achieving students at their grade level. Enables teachers to remediate |
|
Istation |
Reading |
2, 3 |
K-8 |
The Istation program includes the research-based components of reading - phonemic awareness, phonics, fluency, vocabulary, and comprehension. Instruction in these foundational skills is systematic and explicit, based on student instructional needs |
This is a paid resource |
MobyMax |
Reading |
2, 3 |
K-8 |
Moby Max finds and fixes skills deficits that are essential for reading comprehension. Students increase an average of 1 grade level with just 20 hours of practice, according to Moby Max. (Purchase is required to use this resource.) |
This is a paid resource |
iReady |
Reading |
2, 3 |
K-8 |
A computer intervention program in which teachers may target interventions after the child has been assessed. Students could receive instruction the areas of phonemic awareness, phonics, vocabulary, fluency, and comprehension. |
This is a paid resource |
Education Galaxy |
Reading |
2, 3 |
K-5 |
Web-based computer program. Students take a diagnostic to determine the areas of strength and weakness. Then students complete lessons to address gaps and move toward grade-level standards. |
This is a paid resource |
Odysseyware Spark |
Reading |
2. 3 |
K-8 |
SPARK is a flexible and media-rich set of content-based assessment tools and instructional materials designed specifically to support Georgia standards for grades K-8. SPARK creates individualized and prescriptive learning paths based on each student’s specific level of skills mastery, providing them with extremely efficient and targeted skills practice and remediation. |
This is a paid resource |
Imagine Learning MyPath |
Reading |
2, 3 |
K-8 |
Imagine MyPath® is carefully designed to maximize student learning through personalized learning paths that prioritize the essential skills students will need for grade-level success. As students move from intervention to supplemental grade-level practice and beyond, Imagine MyPath continues to deliver adaptive lessons propelling them forward. |
This is a paid resource |
Phonemic Awareness
Name |
Domain |
Tier |
Grade |
Description |
Resources |
Say it, move it |
Reading |
2, 3 |
K-3 |
Phonemic Awareness: Phonics: This intervention uses modeling and prompting to increase the accuracy and fluency of phonological awareness |
|
Phoneme Blending |
Reading |
2 |
K-5 |
Phonics: This intervention increases skill in phoneme blending |
|
Phoneme Segmenting |
Reading |
2, 3 |
K-5 |
This intervention increases skill in phoneme segmenting |
|
Phoneme Manipulating |
Reading |
2, 3 |
2-3 |
This intervention helps students who need additional support with manipulating phonemes in words. |
|
Phoneme Blending/Segmenting |
Reading |
2, 3 |
2-3 |
These interventions help students who need additional support with blending phonemes in words and segmenting phonemes in words. |
|
Road to the Code |
Reading |
2, 3 |
K-1 |
Road to the Code is a program for teaching phonemic awareness and letter sound correspondence. Developmentally sequenced, each of the 44 15- to 20-minute lessons features three activities — Say-It-and-Move-It, Letter Name and Sound Instruction, and Phonological Awareness Practice — that give students repeated opportunities to practice and enhance their beginning reading and spelling abilities. (This is a paid resource. ISBN: 978-1557664389) |
Phonics
Name |
Reading Domain |
Tier |
Grade |
Description |
Resource |
Letter Sort |
Reading |
2 |
K-2 |
Phonics: The student distinguishes between letters with long sticks versus letters without long sticks by paying attention to details or shapes of the letters. The student practices sorting those letters using letter manipulatives (magnetic letters, etc.) |
|
Advanced Phonics - Morpheme Structures |
Reading |
2, 3 |
4-5 |
Phonics: Advanced phonics builds on the primary grade skills (consonants, short and long vowels, digraphs, etc.) and enables students to read multisyllabic words with complex vowel and syllabication patterns. These interventions supports these needed skills. |
|
Advanced Phonics - Syllable Patterns |
Reading |
2, 3 |
4-5 |
Phonics: Advanced phonics builds on the primary grade skills (consonants, short and long vowels, digraphs, etc.) and enables students to read multisyllabic words with complex vowel and syllabication patterns. These interventions supports these needed skills. |
|
Advanced Phonics - Variant Correspondences |
Reading |
2, 3 |
4-5 |
Phonics: Advanced phonics builds on the primary grade skills (consonants, short and long vowels, digraphs, etc.) and enables students to read multisyllabic words with complex vowel and syllabication patterns. These interventions supports these needed skills. |
|
Encoding/Decoding |
Reading |
2, 3 |
K-1 |
These interventions help students with phoneme weaknesses. These help students match initial, medial, and final phonemes in words, match vowel sounds in words, isolate initial phonemes in words, and isolate final phonemes in words. |
|
High Frequency Words (K-1) |
Reading |
2, 3 |
K-1 |
This intervention helps support those students that need extra help with reading/learning high frequency words. |
|
High Frequency Words (2-3) |
Reading |
2, 3 |
2-3 |
This intervention helps support those students that need extra help with reading/learning high frequency words. |
|
Letter Recognition |
Reading |
2, 3 |
K-1 |
These interventions help students who need support with naming and matching letters of the alphabet as well as identifying letters of the alphabet. |
|
Letter Sound Correspondence (K-1) |
Reading |
2, 3 |
K-1 |
These interventions help students match initial, medial, and final phonemes to graphemes. |
|
Letter Sound Correspondence (2-3) |
Reading |
2, 3 |
2-3 |
These interventions help students match initial/final/medial phonemes to graphemes, blend onsets and rimes to make words, match final consonant digraph sounds to letters, combine consonant blends and digraphs. |
|
Morpheme Structures |
Reading |
2, 3 |
2-3 |
These interventions help students who need additional support with compound words, identifying individual words in compound words and blends base words with affixes and inflections. |
|
Onset/Rime |
Reading |
2, 3 |
K-1 |
This intervention helps students that need additional support and instruction with blending onsets and rimes to make words. |
|
Syllable Patterns |
Reading |
2, 3 |
2-3 |
These interventions focus on blend syllables in words as well as segmenting syllables in words. |
|
Syllable Patterns/Morpheme Structures |
Reading |
2, 3 |
K-1 |
These interventions will help support students to blend and segment syllables in words, form compound words, blend base words and inflections to make words as well as identify base words and affixes. |
|
Variant Correspondences (K-1) |
Reading |
2, 3 |
K-1 |
These interventions will support students with the need of identifying variant correspondences in words. |
|
Variant Correspondences (2-3) |
Reading |
2, 3 |
2-3 |
These interventions will support students with the need of identifying variant correspondences in words. |
|
Word Study |
Reading |
2, 3 |
K-1 |
This intervention focuses on helping students identify sounds of letters in words, segment sounds in words, and manipulate sounds of letters in words. |
|
Letter Sound Associations |
Reading |
2 |
K-1 |
These interventions help students strengthen their letter-sound connections. |
|
Word Building - Decoding |
Reading |
2, 3 |
K-5 |
To build decoding skills with an activity that transforms one word into another by changing a grapheme at the beginning, middle, or end of the word. |
|
Drilling Error Words - Decoding |
Reading |
2, 3 |
K-5 |
This targeted intervention promotes fluency by using a word drill approach to correct student's reading errors. |
|
Saxon Phonics |
Reading |
3 |
3-5 |
Saxon Phonics offers explicit instruction in critical foundational skills such as high-frequency words, phonics, phonemic awareness and spelling. Skills are reinforced through continual, incremental review as new skills are introduced. This program is an intervention for students who are not receiving it as Tier 1 classroom instruction. (Paid Resource) |
Paid Resource |
Phonological Awareness
Name |
Domain |
Tier |
Grade |
Description |
Resources |
Phoneme Matching |
Reading |
2, 3 |
K-1 |
These interventions help students be better at matching initial, medial, and final phonemes in words. |
|
Rhyme/Alliteration |
Reading |
2, 3 |
K-1 |
With this intervention, it will help the student with recognizing rhyming words and producing rhyming words. Students can also receive support with repeating and producing alliterative phrases. |
|
Blending/Manipulating |
Reading |
2, 3 |
K-1 |
These interventions will help students to segment and blend phonemes in words as well as manipulate phonemes in words. |
|
Phonemes |
Reading |
2, 3 |
K-1 |
This intervention will support students to match initial phonemes in words, final phonemes in words as well as match medial phonemes in words. |
|
Segmentation/Syllables |
Reading |
2, 3 |
K-1 |
These interventions will help students further their phonological awareness by helping students to segment sentences into words, and to segment, blend, and match onsets and rimes in words. |
|
Segmenting/Isolating |
Reading |
2, 3 |
K-1 |
These interventions will help students isolate initial, final, and medial phonemes in words as well as support them with segmenting phonemes in words. |
Fluency
Name |
Reading Domain |
Tier |
Grade |
Description |
Resources |
Word Attack Hierarchy |
Fluency |
2, 3 |
2-6 |
Intervention to prompt students to apply a hierarchy of word-attack skills whenever the student misreads a word. Cues are given in descending order. |
|
Connected Text |
Fluency |
2, 3 |
2-3 |
These interventions will support students who need extra instruction with reading with proper phrasing, intonation, and expression in connected text, as well as helping them to gain speed and accuracy in reading connected text. |
|
Phrases/Chunked Text |
Fluency |
2, 3 |
2-3 |
These interventions will help support those students who need extra instruction with reading with proper phrasing, intonation, and expression in phrases as well as gain speed and accuracy in reading phrases. |
|
Phrases/Chunked Text/ Connected Text |
Fluency |
2, 3 |
4-5 |
These interventions will help students with additional support in gaining speed and accuracy in reading phrases, reading with proper phrasing, intonation, and expression in chunked text, and speed and accuracy in reading connected text. |
|
Fluency - Words |
Fluency |
2, 3 |
2-3 |
These interventions will help students who need additional support with gaining speed and accuracy in reading words |
|
Word Parts |
Fluency |
2, 3 |
4-5 |
These interventions will help students with additional support with gaining speed and accuracy in reading syllables, speed and accuracy in reading affixes, gaining speed and accuracy in reading roots, and speed and accuracy in reading word parts. |
|
Letter-Sound Correspondence / Word Parts |
Fluency |
2, 3 |
2-3 |
These interventions will help students with gaining speed and accuracy in recognizing letter-sounds, reading word parts, reading syllables, recognizing letter-sounds, word parts and reading affixes. |
|
Partner Reading |
Fluency |
2, 3 |
K-12 |
Partner Reading is a research/evidence-based intervention that has been proven to increase reading fluency for students with and without reading disabilities. Partner Reading combines elements from different approaches and puts them together for maximum success |
|
Repeated Readings |
Fluency |
2, 3 |
K-12 |
Repeated reading is a reading intervention that has been highly researched. Repeated reading primarily focuses on increasing reading fluency; however, studies have indicated additional benefits. |
|
Incremental Rehearsal |
Fluency |
2, 3 |
K-12 |
Incremental Rehearsal (IR) is an intervention that helps students with retention and increase fluency. It is helpful for sight/vocabulary words, simple math facts, letter names, and survival words/signs. |
|
Multisyllable Word Reading |
Fluency |
2, 3 |
6-12 |
Students will learn and apply the multisyllable Word Strategy to read unfamiliar multisyllable words. |
|
Partner Reading |
Fluency |
2, 3 |
6-12 |
In partner reading, students read and reread text with partners. |
Reading Comprehension / Making Inferences
Name |
Domain |
Tier |
Grade |
Description |
Resources |
Reciprocal Teaching |
Reading |
2, 3 |
K-12 |
This intervention is an interactive instructional practice in which the teacher or designated student alternately leads a group of students as they talk their way through a text. The practice is intended to help students improve their understanding. |
|
Story Sequence Organizer |
Reading |
2, 3 |
K-1 |
This intervention will help students with sequencing events in a story. |
|
Comprehension |
Reading |
2, 3 |
K-1 |
Text comprehension can be thought of as the interaction of reader and text. That is, readers must construct meaning by interpreting information presented in the reading through the lens of their own prior knowledge of the topic or events. |
|
Monitoring for Understanding |
Reading |
2, 3 |
4-5 |
These interventions will support the student's need to build background knowledge to comprehend text, generate and answer questions to comprehend the text, and multiple ways to summarize the text. |
|
Narrative Text Structure |
Reading |
2, 3 |
2-3 |
These interventions help students with the understanding of characters, sequencing of events, story elements and being able to effectively retelling the story. |
|
Expository Text Structure |
Reading |
2, 3 |
2-3 |
These interventions help students with effectively learning how to identify parts of a book, identifying details in the text, facts in the text, main idea, supporting details, and classifying. |
|
Expository Text Structure 4-5 |
Reading |
2, 3 |
4-5 |
These interventions help students with expository text and supports their needs with text features, text structure, text details (minor/significant) main idea, paraphrasing, and summarizing. |
|
Monitoring for Understanding |
Reading |
2, 3 |
2-3 |
These interventions will support the student's need to build background knowledge to comprehend text, generate and answer questions to comprehend the text, and multiple ways to summarize the text. |
|
Narrative Text Structure 4-5 |
Reading |
2, 3 |
4-5 |
These interventions will help students who are in need of support with describing characters, similarities/differences in characters and in different stories, sequence of events in a story, components of the plot, and story elements. |
|
Text Analysis |
Reading |
2, 3 |
2-3 |
These interventions will support student's who need additional help with Fiction/Non-Fiction Text, Facts/Opinions, relationship between Cause/Effect, Similarities/Differences between topics, Identifying Inferences, and Author's Purpose. |
|
Text Analysis 4-5 |
Reading |
2, 3 |
4-5 |
These interventions will support student's who need additional help with Fiction/Non-Fiction Text, Facts/Opinions, relationship between Cause/Effect, Similarities/Differences between topics, Identifying Inferences, and Author's Purpose. |
|
Story Detective |
Reading |
2, 3 |
K-12 |
Story Detective turns the reader into a “detective” making predictions about a story as it unfolds through a series of clues. This is a Tier 2/Tier 3 intervention allows students with any reading level to become engaged readers. Story Detective allows students to practice reading comprehension strategies without the added pressures of decoding. |
|
Click or Clunk |
Reading |
2, 3 |
2-5 |
Students periodically check their understanding of sentences, paragraphs, and pages of text as they read. When students encounter problems with vocabulary or comprehension, they use a checklist to apply simple strategies to solve those reading difficulties |
|
Advanced Story Map |
Reading |
2, 3 |
K-5 |
Students are taught to use a basic 'Story Grammar' to map out, identify and analyze significant components of narrative text (e.g., fiction, biographies, historical accounts). Reserve at least a full instructional session to introduce this comprehension strategy. |
|
Text Lookback |
Reading |
2, 3 |
3-12 |
Students boost recall of expository prose by looking back in the text for appropriate and important information. |
|
KIM Intervention (Key word, Important information, and Memory clue) |
Reading |
2 |
3-12 |
Direct vocabulary intervention where students use sentence writing, context clues, and pictures to show evidence of vocabulary mastery. |
Name |
Reading Domain |
Tier |
Grade |
Description |
Resources |
Main Idea Log |
Comprehension |
2, 3 |
6-12 |
Students will complete a main idea log by identifying important information, developing a main idea statement, generating questions, and writing possible test questions based on the information in the text. |
|
Summarizing Text |
Comprehension |
2, 3 |
6-12 |
Students will write a summary that is concise and includes the most important information from an entire passage. |
|
Making Connections |
Comprehension |
2, 3 |
6-12 |
Students will increase inferential comprehension of text by generating “making connections” questions. |
|
Previewing with Question Generation Routines |
Comprehension |
2, 3 |
6-12 |
The Question Generation Routine has two parts—previewing the text before reading and generating different kinds of questions during and after reading. |
|
Putting It Together |
Comprehension |
2, 3 |
6-12 |
Students will increase literal and inferential comprehension of text by generating “putting it together” questions. |
|
Right There |
Comprehension |
2, 3 |
6-12 |
Students will increase literal comprehension of text by generating “right there” questions. |
|
Main Idea Strategy |
Comprehension |
2, 3 |
6-12 |
The Get the Gist strategy was developed as a way to help students understand the concept of main idea. |
|
Mental Imagery Log |
Comprehension |
2, 3 |
6-12 |
Students will create mental images as they read and describe their mental images with words or illustrations. |
|
Text Structures and Graphic Organizers |
Comprehension |
2, 3 |
6-12 |
Understanding the relationships among the ideas presented in text alleviates some of the complexity of information-dense expository text. Teachers can support students’ understanding of text by using graphic organizers to illustrate how text is organized. |
Vocabulary
Name |
Reading Domain |
Tier |
Grade |
Description |
Resources |
Marzano’s 6 Step Vocabulary |
Vocabulary |
2, 3 |
6-12 |
Direct instructional activities organized into 6 steps that help students understand new vocabulary terms that are taught directly and also remember what they have learned at a later date. |
|
Generating Examples |
Vocabulary |
2, 3 |
6-12 |
Students will develop a deep understanding of key words by generating examples and nonexamples of words. |
|
Possible Sentences |
Vocabulary |
2, 3 |
6-12 |
The Possible Sentences activity is designed to improve students’ comprehension and retention of what they learn. It taps into students’ prior knowledge and asks them to make predictions about sentences they might read in a particular passage or chapter. This instructional activity was found to improve students’ recall of word meaning and passage comprehension. It is easy to implement; works well with narrative, expository, and content area text; and requires little preparation. |
|
Prepared Participation |
Vocabulary |
2, 3 |
6-12 |
The Prepared Participation activity, as described by Feldman and Kinsella (2005), gives students the opportunity to use vocabulary words during a classroom discussion, as opposed to reading the words and hearing them used by the teacher. This practice works especially well with both English language learners and students with impoverished vocabularies. |
|
Semantic Feature Analysis |
Vocabulary |
2, 3 |
6-12 |
Semantic feature analysis is very similar to semantic mapping in that it draws upon students’ prior knowledge, teaches the relationships between words in a visual way, and incorporates discussion as a key element. Instead of a map, semantic feature analysis uses a grid to organize connections between words. |
|
Semantic Mapping |
Vocabulary |
2, 3 |
6-12 |
Semantic mapping can be used with simple or advanced concepts and is equally effective with both narrative and expository text. |
|
Teaching Word Parts |
Vocabulary |
2, 3 |
6-12 |
It is common for secondary teachers to assume that their older students already have a grasp on the parts that make up words, such as roots, prefixes, and suffixes. All too often, this assumption is wrong for struggling readers. Content and vocabulary become more complex as students get older, and this may frustrate or overwhelm struggling readers. Even more advanced readers can benefit from knowledge of Greek and Latin roots. Therefore, it is important to teach students how to break complex words into smaller parts. |
|
Using Context Clues |
Vocabulary |
2, 3 |
6-12 |
Context clues give students an idea, or hint, of what an unfamiliar word might mean. Such clues are found in both the text and/or illustrations surrounding the unknown word. Students benefit from explicit instruction in a strategy for finding and using context clues, such as the one below. |
|
Vocabulary Strategy |
Vocabulary |
2, 3 |
6-12 |
Students will use the Vocabulary Strategy worksheet to guide them through the process of using word parts and context clues to figure out the meaning of unknown words. |
|
Sadlier Vocabulary Workshop |
Vocabulary |
2 |
6-12 |
Teaches a variety of strategies for acquiring new vocabulary and helps students understand figurative language, word relationships, and nuances in word meanings. THIS IS A PAID RESOURCE |
|
Sadlier Vocabulary Workshop Achieve |
Vocabulary |
3 |
6-12 |
Words are introduced and used in context to convey nuance in meaning and allow students to practice using context clues. A focus is placed on fewer words at a time to deepen students' understanding of each word. THIS IS A PAID RESOURCE |
Writing
Name |
Domain |
Tier |
Grade |
Description |
Resources |
Letter Highlighting K-2 |
Writing |
2 |
K-2 |
This intervention can be used as a guided teaching activity. Student uses a highlighter to find the focus letter throughout the grid. Then they practice writing the focus letter in upper and lower case. |
|
Framed Paragraphs |
Writing |
2, 3 |
3-5 |
This is a pre-writing tool that helps students structure and organize paragraph writing. |
|
SCOPE Proofreading |
Writing |
2 |
3-12 |
Helps students to detect and correct mistakes in writing by proofreading for spelling, capitalization, order of words, punctuation, and expression. |
|
I Can Write! |
Writing |
2, 3 |
K-12 |
The purpose of this intervention is to help a beginning writer increase his/her writing fluency and to provide a model for correct sentence construction. A benefit of this intervention is that it allows students to experience writing success. |
|
Handwriting without Tears |
Writing |
3 |
K-5 |
Handwriting Without Tears is a multi-sensory, physical approach to writing that breaks down the tasks of handwriting into small units that are developmentally appropriate. For students who have deficits in early writing skills. THIS IS A PAID RESOURCE |
This is a paid resource. |
Sentence Combining |
Writing |
2, 3 |
6-12 |
In this approach, students are presented with kernel sentences and given explicit instruction in how to weld these kernel sentences into more diverse sentence types either by using connecting words to combine multiple sentences into one or by isolating key information from an otherwise superfluous sentence and embedding that important information into the base sentence. |
