Reading Interventions - Proficiency Interventions (Speed): The student has not spent enough time doing the academic activity

 

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.

Story Detective

Story Detective turns the reader into a “detective” making predictions about a story as it unfolds through a series of clues. Students are given clues one at a time that, when listed in their entirety, create the outline of a story. The teacher reads one clue such as, “Two friends were walking home for dinner.” The student then has the opportunity to be the “detective” and make a prediction about where the story is headed. The teacher follows that prediction by asking the student to explain his/her thoughts. A second clue is then given. The details of this clue may prove or disprove the previous prediction and a new or extended prediction is made.

Full Intervention Brief: Story Detective

Evidence Brief: Story Detective EB

 

HELPS Program

The Helping Early Literacy with Practice Strategies (HELPS) One-on-One Program integrates eight research-based instructional strategies that are easy to use and designed to improve students’ reading fluency. The HELPS Program can be implemented in approximately 10 minutes per student and used by various types of educators (e.g., regular or special education teachers, teacher assistants, school psychologists, reading specialists, librarians, well-trained parents, etc.). All materials and information needed to implement this program can be accessed for free from the HELPS Program website: www.helpsprogram.org

Repeated Readings

A student is given a reading passage and is asked to read multiple times. As fluency increases, decoding and word identification become more automatic. With gained automaticity attention is no longer used to decode words. Therefore, increased automaticity and fluency allow students to utilize the newly available attention to comprehend materials read.

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.