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Instruction & Interventions

Now that you’ve screened students,* what’s next for your students who are struggling with reading skills? Which interventions or instructional strategies should you use?

Currently, there are reading interventions for use with students in Kindergarten through 3rd grade, including step-by-step guides with instructional materials.** Areas of focus cover sight word identification, phonemic awareness, letter sounds, decoding and phonics, fluency, and comprehension.

These are research-based instructional practices designed to target student needs using classroom instructional and group approaches. Their use should increase the number of students who will meet grade level benchmark goals in reading.


We want your feedback

As a part of the Teacher as Scientist (TAS) project, the framework for the creation of all instructional and intervention materials is one of continuous improvement via a recursive and iterative process of implementation, refinement, and evaluation. This means the materials are developed based on evidence-based instructional components and current research in the field of literacy and reading intervention, but are currently in Lab Phase and we need educators to provide feedback so the materials can be further developed and refined. Research studies will also be conducted in the near future to evaluate the effectiveness and efficiency of the intervention protocols.

Your work with us using these materials will guide design and development of these interventions and inform future iterations of their development for use by teachers across the country. Your input is invaluable because it helps us better understand the needs of teachers like you and more directly meet teacher needs.

Along with continuous refinement of the current interventions offered on the site, additional reading intervention guides and materials appropriate for grades 4-8 and high school and math intervention materials will be added to the website throughout the 2016-2017 school year. We hope these interventions meet your needs and the needs of your students and look forward to receiving your feedback. Please provide your feedback and input by contacting us at RIPS@umn.edu.


Guides & Materials

The intervention guides and materials below are targeted to meet a wide range of student instructional needs based on the five reading domains identified by the National Reading Panel (NRP, 2000), including phonemic awareness, phonics, fluency, vocabulary, and comprehension.

The intervention name and a brief description are provided below. Click on the specific intervention for additional information, the intervention guide, and materials.

Phonemic Awareness & Phonics

Picture Card Sorts

  • Students will build accuracy and master letter names and sounds and letter-sound correspondence by learning how to identify initial sounds in words through a picture sort activity.

Letter Sound Bingo

  • Students will build automaticity and retention of letter sounds using a version of a "bingo" activity to practice words

Word Boxes

  • Students will be able to segment and blend sounds, master letter-sound correspondence and learn how to decode and read CVC words using words boxes and the "say it and move it" approach.

Word Mix Up

  • Students will become accurate in building and blending decodable words (e.g., CVC, digraphs, consonant blends, CVCe, vowel teams). Students will also increase automaticity in reading the words built each lesson.

Fluency

Listening Passage Preview/Phrase Drill

  • Students will increase word recognition accuracy when reading sentences in story passages using listening passage preview (LPP) and phrase drill (PD) strategies.

Repeated Reading with Partners

  • Students will increase reading rate (automaticity) when reading sentences and story passages using repeated reading (RR) strategies with peer support.

Vocabulary

Sight Word Flashcards

  • Students in grades K-3 will build accuracy and master a set of sight words using an incremental rehearsal flashcard approach.

Sight Word Bingo

  • Students will build automaticity and retention of a set of sight words using a version of “bingo” to practice the words.

Comprehension

Repeated Reading with Comprehension

  • Students will focus on broad readings skills such as vocabulary and comprehension when reading sentences and story passages using repeated reading (RR) strategies with peer support.

Training

For additional training on topics related to instruction/intervention, data-based decision making and how to implement the interventions on this site, see the pre-recorded webinars below. The webinars will be added throughout the 2016-2017 school year as they become available. The session topics include the following. Please click on the link to view each webinar.

      1. Screening to Identify Needs
      2. Problem Analysis 1 to Identify Causes and Align Services to Needs (start at minute 31)
      3. Problem Analysis 2 w/ Intervention: accuracy (start at minute 32)
      4. Problem Analysis 3 w/ Intervention: fluency (start at minute 41)
      5. Problem Analysis 4 w/ intervention: broad/comprehension
      6. Broad Reading, Effective Sizes, Active Ingredients, and Multi-Component Interventions (start at minute 21),
      7. Coaching & Teams for Fidelity & Dosage (start at minute 24)

* The materials are aligned with the Formative Assessment System for Teachers (FAST) assessments and guidance within each intervention guide is provided to help teachers decide which FAST assessment to use for intervention decision making and progress monitoring, but other assessment systems and tools can be used with the materials.

** The preparation of these materials was supported by the Institute of Education Sciences (R324B060014, R324A090038, R305A120086, R324A130161) and Office of Special Education Programs (H327A060014-07, H327A090064, H327A100012, H327A110024, H327S150004), U.S. Department of Education, through grants to The University of Minnesota. The opinions expressed are those of the authors and do not represent views of the Office, Institute, or Department.

Potential Conflicts of Interest: Theodore J. Christ, PhD has equity and royalty interests in, and will serve on the Board of Directors for, FastBridge Learning (FBL) LLC, a company involved in the commercialization of the Formative Assessment System for Teachers (FAST). The University of Minnesota also has equity and royalty interests in FBL LLC. These interests have been reviewed and managed by the University of Minnesota in accordance with its Conflict of Interest policies.


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Last modified on November 27, 2013.