Interventions

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Interventions

• for students who need intensive interventions

Based on the work of Carrie Thomas Beck, Oregon
Reading First Deb Simmons, Texas A M
University Edward Kameenui, U. S. Department of
Education
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Some programs address each area

• Big Idea Area
• Phonemic Awareness
• Alphabetic Principal
• Fluency with Connected Text
• Sample Programs
• Reading Mastery (SRA)
• Read Well (Sopris West)

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Read Well K-3, 92-100

• Designed for beginning first grade readers and
  for second and third graders who are not fluent
  readers
• Utilizes narrative and expository content
• Provides teacher/student duet story format and
  student solo story format to promote student
  reading independence
• Reading and writing activities, including story
  maps, story retells, and guided reports.
• Cost Kdg- 1999, 1st Grade- 1499

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Reading Mastery K-6, 84-93

• Ongoing assessment is built in, enabling teachers
  to adjust pacing, provide immediate feedback, and
  give meaningful reinforcement
• Reading Mastery Rainbow enhances students'
  problem-solving strategies, critical-thinking
  skills, phonics, and vocabulary
• Cost Teachers material 579, student materials
  extra

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Reading Mastery Materials
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Phonemic Awareness

• Programs and Strategies

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Summary of Results
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Early Intervention Reading K-1, 95

• Kindergarten-First Grade
• Small Group
• Program divided into 4 parts
• Part 1 Learning Letters and Sounds
• Part 2 Segmenting, Blending, and Integrating
• Part 3 Reading Words
• Part 4 Reading Sentences and Storybooks
• Each lesson is divided into two parts
  PA/Alphabetic Understanding and Spelling/Writing
• Session frequency/duration
• 30 minutes
• 5x a week
• Cost 1500

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Ladders to Literacy Kdg, 56

• Provided more than 60 activities.
• Activities are organized into three sections
  emphasizing key elements of reading success
• print awareness
• metalinguistic skills
• oral language skills
• Modifications are included for children
  with disabilities
• Early literacy activities for children and
  parents help strengthen the homeschool literacy
  link.
• Cost 49.95

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Road to Code K-1, 80

• An 11-week program for teaching phonemic
  awareness and letter sound correspondence.
• Each of the 44, 15-20-minute lessons features
  three activities
• Say-It-and-Move-It
• Letter Name and Sound Instruction
• Phonological Awareness Practice
• Cost 49.95

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Phonemic Awareness in Young Children K-1, 75

• Types of Activities
• Listening Games
• Rhyming
• Words and Sentences
• Awareness of Syllables
• Initial and Final Sounds
• Phonemes
• Introducing Letters and Spelling
• Session frequency/duration
• 30 minutes every day
• Cost 26.95

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Kindergarten Peer-Assisted Literacy Strategies
(PALS) Kdg, 75

• 20-week instructional program (three sessions per
  week) pairs students for fun activities that
  increase early reading gains.
• Each 20-minute session includes class and pair
  games that teach
• pronunciation
• letter knowledge
• phonological and phonemic awareness
• Cost 39.95, 69.95w/Teacher Directed

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K-PALS Routines Name Game

• Steps
• Coach What letter?
• Reader m
• switch jobs
• Reader marks 5 points Coach fills in smiley face
• Correction Procedure
• Tell That letter is ___
• Ask What letter?
• Start Again Start the line again.

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Example K-PALS Student Game Sheet  
Name Game
First Sound

Rhyme Time
Name Game
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K-PALS Routines, First Sound

• Steps
• Coach says the word (picture) and asks, Whats
  the first sound?
• Reader says sound
• switch jobs
• Reader marks 5 points Coach fills in smiley face
• Correction Procedure
• Tell No. The first sound is ___
• Ask Whats the first sound?
• Start Again Start the line again.

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Alphabetic Principal

• Programs and Strategies

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Summary of Results
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Summary of Results
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First Grade Peer Assisted Literacy Strategies
(PALS) 83

• Lessons emphasizes peer assisted literacy
• Enhances existing reading curricula by including
  phonemic awareness and reading fluency tasks.
• 16-week instructional program (three sessions per
  week)
• The 35-minute sessions motivate students to
  become better readers and double or triple their
  reading practice
• Cost 39.95, 69.95w/Teacher Directed

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1st PALS Routines Sounds and Words15 minutes -
Activities on Game Sheet

• Letter -Sounds A series of letters are listed.
  The Reader says the sound for each letter when
  the Coach points to the sound and asks, What
  sound?
• Hearing Sounds A series of phonologically
  regular words appear on the game sheet. The
  Readers task is to segment each word into its
  component sounds. The Reader holds up one finger
  for each sound as he or she says the sound in the
  word.
• Sounding Out A series of phonologically regular
  words appear in list form on the game sheet. The
  Reader sounds out each word, then reads it
  fast.
• Sentences The Reader reads sentences comprised
  of previously presented words. The sounding-out
  strategy is applied to unknown words.
• After the Reader completes the entire Sounds and
  Words game sheet, the Coach and Reader switch jobs

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Example 1st-Grade PALS Game Sheet
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1st Grade PALS
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REWARDS 3rd grade, 65

• A flexible strategy for decoding long words
• Fluency building strategies with
• reading passages that are at a reading and
  interest level for 4th, 5th, and 6th grade
  students
• Instruction focusing on word families
• Vocabulary development
• Designed for struggling readers in grades 4, 5,
  and 6 who
• read at a 2.5 grade level or above
• mastered single syllable words
• are ready for multi-syllabic words
• Cost 59 Teachers guide, 7.95 Student book

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REWARDS Sample Lesson
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Fluency with Connected Text

• Programs and Strategies

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High Accuracy/Low Rate

• Rate (Fluency) Building Activities-Some Examples
• Fluency building should be short-term practice
  scheduled frequently within and across days to
  build skill to a level of automaticity.
• Listening Passage Preview
• Student follows along silently as an accomplished
  reader reads a passage aloud. Then the student
  reads the passage aloud, receiving corrective
  feedback as needed.
• Repeated Reading
• Student read the passage repeatedly until either
  the student has read the passage a total of 4
  times (Rashotte Torgesen, 1985) or the student
  reads the passage at the rate of at least 85 to
  100 words per minute (Dowhower, 1987 Herman,
  1985)
• Paired Reading
• Student reads aloud in tandem with an
  accomplished reader. At a student signal, the
  helping reader stops reading, while the student
  continues on. When the student commits a reading
  error, the helping reader resumes reading in
  tandem

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Summary of Results
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Read Naturally Program 1st , 92
Overview of Program Steps
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Materials for the Program

• Read Naturally Materials
• Tapes or CD-ROM
• Copies of the stories
• Additional Materials
• Space/location
• Tape players/computers
• Timers
• Pencils/pens
• Progress monitoring graphs
• Motivational materials
• Cost 100/level for cassette or CD

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Read Naturally Software Edition (SE)
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Read Naturally Software Edition (SE)
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Read Naturally Software Edition (SE)
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Read Naturally Software Edition (SE)
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Peer-Assisted Learning Strategies (PALS)

• Overview
• PALS is typically conducted 3 days each week for
  about 16 weeks.
• Benefits
• Increase opportunities to read
• Motivates students to become better readers
• Provides for positive peer interaction
• Cost 35/ Vanderbilt PALS manual

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Benefits

• Increase opportunities to read
• Reading tasks that can be successful for all
  students
• Motivates students to become better readers
• Provides for positive peer interaction

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Coaches and Readers

• During PALS , students take turn helping each
  other.
• The tutor (the higher performing student ) is
  referred to as the coach and is always the first
  reader.
• The tutee will be referred to
  as the reader.

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Appropriate Text

• Both pairs read from the weaker students book.
• Lower performing students must be placed in text
  they can read successfully with no more than 10
  errors per 100 words of text.
• It is unnecessary for all students to read from
  the same book.

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Components PALS Story Reading

• Partner Reading
• Paragraph Shrinking
• Prediction Relay

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Your Task

• Look at your students who are reading in the
  intensive intervention level
• Identify the big idea for instructional focus
• Identify the program to be use, the time needed
  for instruction and the size of the group
• Use the worksheet provided