Reading Interventions - Proficiency Interventions (Accuracy): They have not had enough help doing the task

 

Tutoring Buddy

Tutoring Buddy Letter Sounds (TBLS) is a computer-aided teaching tool designed to teach letter sound correspondence using incremental rehearsal. The program has been used successfully with children between the ages of 4 and 6. Using TBLS interventionists preform a brief assessment of letter sound knowledge and the software selects known and unknown letters for instruction. TBLS is a multi-purpose tool. It can be used to:

  1. Identify students who would most benefit from supplemental instruction (screening takes about 1 minute per student on average)
  2. Teach letter-sound correspondence effectively and efficiently (on average 5 minutes per session)
  3. Monitor student response to the intervention- progress-monitoring data is collected and charted automatically.
  4. Inform instruction by showing teachers which letter sounds are known by none, some, and all students.

Setting: Individual

Focus Area: Acquisition and Fluency

EBI Brief Template Tutoring Buddy

Tutoring Buddy Evidence Brief

 

Reading Peer-Assisted Learning Strategies (PALS)

Reading PALS is a whole-class peer-tutoring program that can be used with students from kindergarten through sixth grade and in high school. Students work on grade-level reading skills. The focus in kindergarten and first grade is on word recognition and fluency. The emphasis in second through sixth grade and in high school is fluency and reading comprehension. The PALS model allows for students to practice reading skills with immediate feedback and to have extensive reading practice.

Error Monitoring Strategies

A student creates a written passage (or is given one) and is asked to use an error monitoring strategy to practice fluency (production) and accuracy (editing skills). Error monitoring strategies enable learners to attempt increase accuracy during independent work without the need for one-on-one instruction. Error monitoring strategies can be generalized to other subject areas, like math (e.g. PEMDAS) or reading comprehension (e.g. CROP-QVS).

 

  • Full Intervention Brief: Error Monitoring Strategies
  • Evidence Brief: Error Monitoring Strategies EB
  • New Modeling Video
  •  

    Incremental Rehearsal

    A student is presented with flashcards containing unknown items added in to a group of known items. Presenting known information along with unknown allows for high rates of success and can increase retention of the newly learned items, behavioral momentum and resulting time on task. Research shows that this technique can be used with sight/vocabulary words, simple math facts, letter names, and survival words/signs.In addition, this technique could be used for other facts, such as state capitals or the meanings of prefixes or suffixes, etc.

     

     

    Partner Reading

    A fluent reader (Partner 1) is paired with a less fluent reader (Partner 2). Partner 1 reads the material to model fluent reading. Then, Partner 2 reads the material and Partner 1 corrects any errors made. This should be conducted for about 30-35 minutes 3 times per week.