Limited Evidence of Effectiveness: Strong Evidence of Modest Effects |
| Rating |
Program |
Type |
Description |
Contact / Website |
 |
Jostens/ Compass Learning |
CAI |
Provides an extensive set of assessments which place students according to their current levels of performance and then gives students exercises designed primarily to fill in gaps in their skills. |
Website: www.compasslearning.com
|
| Limited Evidence of Effectiveness: Weak Evidence with Notable Effects |
| Rating |
Program |
Type |
Description |
Contact / Website |
|
Contextually-Based Vocabulary Instruction |
CIP |
A supplementary intervention in which third and fifth graders receive instruction in multiple meanings of vocabulary words. The supplementary instruction takes place twice weekly for 20-30 minutes. |
E-mail: [email protected] |
|
Early Intervention in Reading |
SGT |
Focuses on phonemic segmentation and blending, phonics instruction, story reading and re-reading, comprehension, and home reading. In addition to 15-20 minutes of small group teaching, students receive one-to-one or one-to-two tutoring from a paraprofessional 5-10 minutes daily. |
Website: www.earlyinterventioninreading.com
|
|
Edmark |
T- Para |
A highly-structured one-to-one tutoring program designed to build a 150-word vocabulary in beginning or disabled readers. |
Complete contact form at: http://hmlt.hmco.com/Contact.php
|
|
Lexia |
CAI |
Consists of various activities that teach phonetic word-attack strategies to promote automaticity in word recognition. Students typically participate in 2 to 4 20-30-minute sessions a week. |
E-mail: [email protected]
Website: www.lexialearning.com
|
|
Lindamood Phoneme Sequence Program |
SGT |
A one-to-one tutoring program with a strong phonics focus that teaches children to notice how their mouths make various sounds and relates these to letters and sound blending. |
Website: www.lindamoodbell.com/programs/lips.html
|
|
PHAST Reading |
SGT |
Designed to teach children word identification skills and decoding strategies and to promote their effective use of these strategies. |
E-mail: [email protected]
|
|
Precision Teaching |
CIP |
A precision teaching approach designed to help disadvantaged children with mental retardation learn to read. |
No contact information currently available.
|
|
Proactive Reading |
TT |
Emphasizes phonemic awareness, letter sounds, reading of decodable text, fluency, and comprehension of connected text. The teaching emphasizes rapid instruction, frequent opportunities to respond, positive feedback, and immediate error correction. |
E-mail: [email protected]
|
|
Programmed Tutorial Reading |
T- Para |
A program in which paraprofessional tutors are given step-by-step procedures for a series of lessons that children proceed through at their own levels and rates. The curriculum focuses on word attack and comprehension skills. |
No contact information currently available.
|
|
Project READ |
CIP |
A phonetic approach to beginning reading instruction based on the Orton-Gillingham method, originally designed for tutoring dyslexics. |
E-mail: [email protected]
Website: www.projectread.com
|
|
RAILS |
CIP |
Provides children in grades K-2 with a second reading period each day to supplement their 60-90 minute reading, and provides teachers with extensive professional development focusing on explicit instruction in phonemic awareness, phonics, comprehension, and vocabulary.
|
E-mail: [email protected]
|
|
Read Naturally |
SGT |
A small group supplementary program that focuses on building fluency among low achievers. Students start with a “cold read” of a story and then practice with audiotapes until they reach a fluency target. |
E-mail: [email protected]
Website: www.readnaturally.com |
|
Read, Write, and Type |
SGT |
A computer-assisted instruction program used to create a small group teaching intervention, in which specially trained teachers added to schools’ staffs work with struggling first graders in groups of 3. |
E-mail: [email protected]
Website: www.talkingfingers.com
|
|
Reading Styles |
CIP |
An intervention in which children with learning disabilities are assessed on a reading style inventory and then given small group instruction matched to their favored styles. |
E-mail: [email protected]
Website: www.nrsi.com |
|
Responsive Reading |
SGT |
A program in which teachers alternate among children to provide intensive scaffolding at each child’s level. A daily lesson cycle consists of fluency building, assessment, letters and words, supported reading, and supported writing. |
E-mail: [email protected]
|
|
Same Age Tutoring |
CIP |
A dyadic reading approach in which children reading below grade level are assigned to pairs with normal-progress reading partners. |
E-mail: [email protected]
|
|
SHIP |
IT |
A program that provides 30 minutes of daily supplemental instruction to struggling readers in groups of 2-3, over a two-year period. |
No contact information currently available. |
|
TEACH |
TT |
A one-to-one tutoring program that focuses on identifying perceptual deficits (such as delayed acquisition of spatial and temporal orientation) using an instrument called SEARCH and then provides one-to-one tutoring focused not on reading instruction but on neurological skills. |
E-mail: [email protected]
Website: www.searchandteach.com
|
|
Voyager Passport |
SGT |
A commercial small-group program for struggling readers that emphasizes phonics, phonemic awareness, comprehension, vocabulary, and fluency in daily 30-40 minute sessions. |
Website: www.voyagerlearning.com/passport |
|
Wallach and Wallach |
T-Para |
An early phonetic approach for struggling first graders. Paraprofessionals use the program a half hour each day throughout first grade. |
No contact information currently available.
|
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