Intervention Type
Small Group
Print Only
ESSA
Rating: ESSA
Strong ★★★
Year: ESSA
2021
Average Effect Size: ESSA
+0.13
# of Studies
2
Population
Struggling Readers
English Language Learners
Beginning Readers
Grade
K
1
2
Race / Ethnicity
Black
Hispanic
Time: Minutes per Day
30
Time: Days per Week
5
Time: Span
16–18 weeks

Leveled Literacy Intervention

Program description

The Leveled Literacy Intervention (LLI) program uses a short-term, supplementary, small-group tutoring model to help struggling readers in grades K-2 reach grade level competency. Instruction is designed to be 30 minutes per day, 5 days per week to provide instructional support for phonological awareness, phonics, fluency, vocabulary, reading comprehension, oral language skills, and writing. Lessons are given between 16 and 18 weeks and are matched to a student’s reading ability through the Fountas & Pinnell Benchmark Assessment System (BAS). Lessons alternate between independent level texts which students can read without much difficulty and more challenging instructional level texts.

Student population

Leveled Literacy Intervention has been examined in Kindergarten through 2nd grade in rural, urban, and suburban settings. Participants included Black, White, and Hispanic struggling readers in primarily low socio-economic status settings (84% eligible for free or reduced price lunch).

Current evidence

Leveled Literacy Intervention has been rated as Strong by Evidence for ESSA (https://www.evidenceforessa.org/programs/reading/fountas-pinnell-leveled-literacy-intervention-lli) for students in grades K-2nd. The What Works Clearinghouse rated Leveled Literacy Intervention as having potentially positive effects for Reading Fluency, positive effects for general reading ability, and no discernable effects for Alphabetics (https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_leveledliteracy_091917.pdf) in grades K-2nd.

For more information:

https://www.fountasandpinnell.com/lli

Ransford-Kaldon, C. R., Flynt, E. S., Ross, C. L., Franceschini, L., Zoblotsky, T., Huang, Y., & Gallagher, B. (2010). Implementation of Effective Intervention: An Empirical Study to Evaluate the Efficacy of Fountas & Pinnell’s Leveled Literacy Intervention System (LLI). 2009-2010. Center for Research in Educational Policy (CREP). Retrieved from http://eric.ed.gov/?id=ED544374

https://www.evidenceforessa.org/programs/reading/fountas-pinnell-leveled-literacy-intervention-lli

Skill
Multiple
Program
Leveled Literacy Intervention
Intervention Type
Small Group
Print Only
WWC
Year: WWC
2008
Rating: WWC
+18
# of Studies
1
Population
Struggling Readers
Beginning Readers
Grade
1
Time: Minutes per Day
20
Time: Days per Week
3
Time: Span
1 year

Early Intervention in Reading (EIR)

Program description

Early Intervention in Reading (EIR) is a program that uses picture books to build Phonemic Awareness, Letter-Sound Correspondences, Word Recognition and Spelling, Fluency, and Comprehension Strategies. in Kindergarten to 2nd grade. The program is designed to provide 15-20 minutes of supplemental instruction per day, 4 days a week to groups of students at risk for reading difficulty. Activities include listening to stories, print concepts, rhyme, phonemic segmentation and blending, and letter and sound recognition. On-going assessments are provided for educators to evaluate student progress and make decisions about instructional needs.

Student population

Early Intervention in Reading has been examined in first grade in a Midwestern suburban setting. The study reported 20% of students received free or reduced price lunch and 10% were minority students, but no specific demographic information was given about the study participants.

Current evidence

The What Works Clearinghouse rated Early Intervention in Reading as having potentially positive effects for Alphabetics and Comprehension (https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_eir_112508.pdf).

For more information:

https://www.mheducation.com/prek-12/program/early-interventions-reading-2012-sra/MKTSP-UTU01M0.html?page=1&sortby=title&order=asc&bu=seg 

Taylor, B. M., Frye, B. J., Short, R., & Shearer, B. (1991). Early Intervention in Reading: Preventing reading failure among low-achieving first grade students. Minneapolis: University of Minnesota, Center for Urban and Regional Affairs and Office of the Vice President of Academic Affairs.

https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_eir_112508.pdf

Skill
Comprehension
Program
Early Intervention in Reading
Intervention Type
Small Group
Print Only
WWC
Year: WWC
2008
Rating: WWC
+36
# of Studies
1
Population
Struggling Readers
Beginning Readers
Grade
1
Time: Minutes per Day
20
Time: Days per Week
3
Time: Span
1 year

Early Intervention in Reading (EIR)

Program description

Early Intervention in Reading (EIR) is a program that uses picture books to build Phonemic Awareness, Letter-Sound Correspondences, Word Recognition and Spelling, Fluency, and Comprehension Strategies. in Kindergarten to 2nd grade. The program is designed to provide 15-20 minutes of supplemental instruction per day, 4 days a week to groups of students at risk for reading difficulty. Activities include listening to stories, print concepts, rhyme, phonemic segmentation and blending, and letter and sound recognition. On-going assessments are provided for educators to evaluate student progress and make decisions about instructional needs.

Student population

Early Intervention in Reading has been examined in first grade in a Midwestern suburban setting. The study reported 20% of students received free or reduced price lunch and 10% were minority students, but no specific demographic information was given about the study participants.

Current evidence

The What Works Clearinghouse rated Early Intervention in Reading as having potentially positive effects for Alphabetics and Comprehension (https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_eir_112508.pdf).

For more information:

https://www.mheducation.com/prek-12/program/early-interventions-reading-2012-sra/MKTSP-UTU01M0.html?page=1&sortby=title&order=asc&bu=seg 

Taylor, B. M., Frye, B. J., Short, R., & Shearer, B. (1991). Early Intervention in Reading: Preventing reading failure among low-achieving first grade students. Minneapolis: University of Minnesota, Center for Urban and Regional Affairs and Office of the Vice President of Academic Affairs.

https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_eir_112508.pdf

Skill
Alphabetics
Program
Early Intervention in Reading
Intervention Type
Small Group
Print Only
WWC
Rating: WWC (NDE)
No Discernable Evidence
Year: WWC
2010
Rating: WWC
+3
# of Studies
1
Population
Struggling Readers
Adolescent Literacy
Grade
5
Race / Ethnicity
Black
White
Time: Minutes per Day
45
Time: Days per Week
4–5
Time: Span
1 year

Corrective Reading

Program description

Corrective Reading is a literacy program designed to improve decoding, fluency, and comprehension skills for students in third grade or higher who are reading below their grade level. Corrective Reading can be implemented in small groups for 45-minutes four to five times a week. Assessments determine the level at which each student is initially placed. Students are expected to complete all lessons within a level before advancing to the next level. All lessons involve a scripted, direct instructional approach to implement the series of targeted exercises. The decoding component has four levels containing between 65 and 125 lessons each. The comprehension component consists of four levels with between  65 and 140 lessons. 

Student population

Corrective Reading has been examined in grades three and five among suburban and urban settings. White and Black students as well as a blended proportion of students who were or were not eligible for Free and Reduced price lunch participated in the evaluated studies.

Current evidence

Corrective Reading has been rated as Strong by Evidence for ESSA (https://www.evidenceforessa.org/programs/reading/corrective-reading-elementary) for students in grades three and five. The What Works Clearinghouse reported Potentially Positive Effects for Alphabetics and Fluency, but No Discernible Evidence for building Comprehension skills in 3rd grade (https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/WWC_Corrective_Reading_070207.pdf) or for improving Alphabetics, Fluency, and Comprehension in 5th grade (https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_corrective_reading_091410.pdf).

For more information:

https://www.mheducation.com/prek-12/program/corrective-reading-2008/MKTSP-URA04M0.html?page=1&sortby=title&order=asc&bu=seg

Torgesen, J., Schirm, A., Castner, L., Vartivarian, S., Mansfield, W., Myers, D., … Institute of Education Sciences (ED), W., DC. (2007). National Assessment of Title I. Final Report. Volume II: Closing the Reading Gap--Findings from a Randomized Trial of Four Reading Interventions for Striving Readers. NCEE 2008-4013. National Center for Education Evaluation and Regional Assistance. Retrieved from eric. (National Center for Education Evaluation and Regional Assistance).

https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_corrective_reading_091410.pdf

 

Skill
Comprehension
Program
Corrective Reading
Intervention Type
Small Group
Print Only
WWC
Rating: WWC (NDE)
No Discernable Evidence
Year: WWC
2010
Rating: WWC
+4
# of Studies
1
Population
Struggling Readers
Adolescent Literacy
Grade
5
Race / Ethnicity
Black
White
Time: Minutes per Day
45
Time: Days per Week
4–5
Time: Span
1 year

Corrective Reading

Program description

Corrective Reading is a literacy program designed to improve decoding, fluency, and comprehension skills for students in third grade or higher who are reading below their grade level. Corrective Reading can be implemented in small groups for 45-minutes four to five times a week. Assessments determine the level at which each student is initially placed. Students are expected to complete all lessons within a level before advancing to the next level. All lessons involve a scripted, direct instructional approach to implement the series of targeted exercises. The decoding component has four levels containing between 65 and 125 lessons each. The comprehension component consists of four levels with between  65 and 140 lessons. 

Student population

Corrective Reading has been examined in grades three and five among suburban and urban settings. White and Black students as well as a blended proportion of students who were or were not eligible for Free and Reduced price lunch participated in the evaluated studies.

Current evidence

Corrective Reading has been rated as Strong by Evidence for ESSA (https://www.evidenceforessa.org/programs/reading/corrective-reading-elementary) for students in grades three and five. The What Works Clearinghouse reported Potentially Positive Effects for Alphabetics and Fluency, but No Discernible Evidence for building Comprehension skills in 3rd grade (https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/WWC_Corrective_Reading_070207.pdf) or for improving Alphabetics, Fluency, and Comprehension in 5th grade (https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_corrective_reading_091410.pdf).

For more information:

https://www.mheducation.com/prek-12/program/corrective-reading-2008/MKTSP-URA04M0.html?page=1&sortby=title&order=asc&bu=seg

Torgesen, J., Schirm, A., Castner, L., Vartivarian, S., Mansfield, W., Myers, D., … Institute of Education Sciences (ED), W., DC. (2007). National Assessment of Title I. Final Report. Volume II: Closing the Reading Gap--Findings from a Randomized Trial of Four Reading Interventions for Striving Readers. NCEE 2008-4013. National Center for Education Evaluation and Regional Assistance. Retrieved from eric. (National Center for Education Evaluation and Regional Assistance).

https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_corrective_reading_091410.pdf

Skill
Fluency
Program
Corrective Reading
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