2014-2015 Moore County Schools
Reading Intervention Program List
Research-Based
Program
 Grade Levels
Frequency of
Intervention
Student Profile
Domains Targeted
Instructional
Method
Fast ForWord


1 to 2 years below
grade level
lacks fluency and
comprehension skills
high level 2 on the EOG

Phonemic
Awareness
Phonics
Fluency
Comprehension

needs direct instruction
from a teacher in a
small group setting (no
computer component)
lowest achieving
students (not
participating in System
44)


1 to 2 years below
grade level
high level 1 through
level 2 on the EOG
lacks fluency and
comprehension skills



Phonemic
Awareness
Phonics
Vocabulary
Fluency
Comprehension
Writing in
response to
literature
Vocabulary
Fluency
Comprehension
K-2 students who have
significant language
deficits
K, Primary and ELL
students
Older students with
significant cognitive
impairments in the
Extended Content
Curriculum
Levels I and II are for
students in K-2
RM Plus Levels 3-6 can
be used with students
in 2-6



Oral language
Vocabulary
Written
Language

Phonemic
Awareness
Phonics
Fluency
Vocabulary

Kindergarten
through eighth
grade
Leveled Literacy
Intervention
(Fountas and
Pinnell)





5 times per
week
30-45
minutes per
session

5 times per
week
90 minutes
per session


Kindergarten
through fifth grade
Read 180


3-5 times per
week
45 minutes
per session
Third through
twelfth grade




Language for
Learning


5 times week
30 min per
session



Reading Mastery
&
Reading Mastery
Plus


5 times per
week
30 – 45
minutes
session















Individually on
the computer
Recommended
for groups of 15
or fewer
Small group
instruction
3-5 students per
group

Recommended
for groups of 15
or fewer
 Taught through
whole group
and three
rotations:
 teacher led
small group
 computer
component
 independent
reading time
 Recommended
for groups of 15
or less


Highly Scripted
Direct
Instruction
Small Group (46 is best
2014-2015 Moore County Schools
Reading Intervention Program List
Corrective
Reading


depending
on the Level
of the
program
5 times a
week
45-60
minutes






Keys to
Comprehension
K-2, 3-5, 6-12

Infused
throughout
lessons daily
in all content
areas

Reading Plus

5 times per
week
30 minutes
per session

5 times a
week 45 – 60
minutes


Third through
twelfth grade
Orton-Gillingham
(Recipe for
Reading)
Sounds Sensible



5 times a
week for 30
minutes







Vocabulary
Comprehension


Total group
Small group for
more intensive
needs



Vocabulary
Fluency
Comprehension

Individually on
the computer

Phonemic
Awareness
Phonics
Fluency
Vocabulary
Comprehension

Phonemic
Awareness
Listening
Beginning



Soft scripted
Direct
Instruction
Program
4-6 students
O-G Strategies
may be used
whole group
Soft scripted DI
2-4 students
Strong oral and
multi-sensory
Students in grades 3 –
8 who are 2 or more
grade levels below
Levels A is a beginning
Decoding program
B1 and B2 have very
strong decoding
components
Level C has focuses on
building Vocabulary
and Comprehension
Skills
Tier I and II
Intervention to be used
with any At-Risk
student in any Content
area

needs support with
capacity
(comprehension and
general academic
vocabulary), reading
efficiency (silent
reading rate, stamina,
and visual skill
efficiency), and
motivation (intrinsic
motivation and selfefficacy)
Students with
phonological
processing difficulties
K-2 students who have
not mastered the
sounds for the 19
consonants
practice but
could be more)
Comprehension
Spelling &
Written
Language
Phonemic
Awareness (A)
Phonics
Fluency
Vocabulary
Comprehension










2014-2015 Moore County Schools
Reading Intervention Program List

S.P.I.R.E.


System 44

Third through
twelfth grade


5 times per
week
45 - 60
minutes per
session
5 times per
week
45-90
minutes per
session



identified EC students
and Students in need
of Tier 3 Intervention if
there is room
1 to 2 years below
grade level
 Lexile level:
 Elementary <400
 Middle School <600
 lacks foundational
reading skills
 lowest performing
readers












Phonics
Manuscript
Writing
Dictation
Oral Spelling
Phonemic
Awareness
Phonics
Vocabulary
Fluency
Comprehension
Written
Language
Phonemic
Awareness
Phonics
Vocabulary
Fluency
component





Small Group (no
more than 6)
Soft DI with a
strong multisensory
component
O-G
methodology
Recommended
for groups of 15
or fewer
Taught through
whole group
and three
rotations:
 teacher led
small group
 computer
component
 independent
reading time