Reading Interventions - Tier II Instruction

  • In Cache District, we know that using a Scientific-research Based program is the best way to go when teaching students to read.  What this means is that we will not guess what will work, we will use instruction that has been tested and proven to be effective over many years of research.

    Reading Facilitators train the paraprofessionals on delivering the targeted instruction to a small group, and then monitor the groups and their progress. After a student is found needing a reading intervention, the Reading Facilitator (along with input from the teacher and principal) determines which program will best meet the student's needs.  The facilitator places each student in a group targeting the reading skills that need improvement.  Here are some of the programs we use as reading interventions:

    My Sidewalks (ERI): All or most of our Kindergarten students receive small-group instruction using the ERI program.  This is in addition to Saxon Phonics they receive whole-group at a different part of the school day.  ERI targets letter names, sounds and phonics/reading skills (first and last sound isolation, segmenting, blending, and sight words).

    Reading Mastery: All or most of our Kindergarten students receive small group instruction using Reading Mastery.  All of our first grade students are taught Reading Mastery in small groups.  We also use Reading Mastery in 2nd grade for students reading below grade level (during Tier II time).  Reading Mastery targets decoding skills. 

    Corrective Reading: We use Corrective Reading Decoding to help students reading below grade level in 3rd, 4th and 5th grades.  We use Corrective Reading Decoding for students needing help with decoding and fluency.  Corrective Reading Comprehension is used to help students improve comprehension skills.  

    Phonics for Reading: We typically use Phonics for Reading Level 3 after students complete Corrective Reading Decoding B2, and still need help with accuracy and fluency.  Focused mainly on phonics and word parts, Phonics for Reading also includes a spelling component.

    Read Naturally: Read Naturally is a program created to build fluency.  There is also a small comprehension component.  Students read stories (typically informative non-fiction passages), are timed on a cold read, practice the story, answer some questions, and are then timed again (on a hot read).  Students set goals to read faster and must have high accuracy, also, to pass each story.

    Reading Success: Reading Success targets comprehension and is typically taught in Tier II along with another program (such as Read Naturally).  Reading Success explicitly teaches students complex comprehension skills such as finding the main idea,  paraphrasing, inference, and more.

    REWARDS: If we find a student's fluency rate is slowed down by those tricky multi-syllabic words, we will place them in a REWARDS group.  REWARDS teaches reading by word parts (vs. sound by sound).  It is a challenging program (typically reserved for 4th-5th graders), but very effective in improving accuracy and spelling.

    Reading For All Learners: Reading For All Learners is used in Tier II in grades K-2 as in intervention to help with fluency.  In first grade, our students typically receive 30 minutes of reading mastery instruction and 15 minutes or more of Reading For All Learners instruction.  Reading For All Learners builds Fluency by slowly adding new sounds and sight words to each book building upon what has been mastered in previous books.  





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