Retrieval, Automaticity, Vocabulary, Elaboration, Orthography (RAVE-O)
Category: Reading
Grade Level: Grades 2 and 3
1. What is the purpose of RAVE-O?
The central purpose of the RAVE-O
reading intervention program is the
development of fluency and automaticity
in severely impaired readers. The program
has three key aims for each child:
1) accuracy and automaticity in the
skills that underlie word retrieval
2) increased rate in word attack, word
identification, and comprehension
3) a transformed attitude towards
language
2. With whom can it be used?
RAVE-O can be used for 2nd and 3rd
graders who are identified as being at risk
for reading failure.
The following are the activities used in
RAVE-O to teach these core words:
1) The multiple meanings of core words
are introduced in varied semantic contexts:
- using children’s prior knowledge
- image cards (pictorial presentations
of at least two definitions of each core
word)
- word webs (wall chart of semantic
associations to the multiple definitions
for one word)
- minute stories (illustrated controlled
text stories read in only a minute or
two; introduce comprehension skills)
The program proceeds as follows:
2) Children are taught to connect the
phonemes in the core words:
- whole word cards (index card on
which core words are printed)
- orthographic pattern cards (playing
cards printed with high frequency
rhyme patterns, onsets, and suffixes)
- sound sliders (folder with starters
listed on its edge and card printed with
rhyme patterns; card is inserted into
folder and moved vertically to match
sublexical units)
- spelling pattern dice (dice printed
with single onsets, blends, or rhyme
patterns. These are combined to build
words)
Children are taught a group of core words
each week that are chosen on the basis of:
a) shared phonemes with the phonologicalprocessing program, b) sequenced
orthographic patterns, c) semantic richness
(e.g. each core word has at least 3 different
meanings.)
3) Daily emphasis on practice and
recognition of most frequent orthographic
letter patterns in English:
- computerized games such as Speed
Wizard (controlled, timed practice of
the most common rhyme patterns at
four levels of difficulty)
3. What is the format of RAVE-O?
RAVE-O is taught only in combination
with a phonological processing program.
One half hour is spent on the phonological
processing program and one half hour is
spent on RAVE-O. The entire program
includes 70 one-hour classes that usually
extend from October to March in an
average school year (with plans to include
a full-year program). The main way that
children learn in RAVE-O is through a
game-like format.
4) Simultaneous emphasis on vocabulary
and retrieval:
- a set of metacognitive strategies called
the Sam Spade Strategies (computer
program for finding elusive but known
words)
4. In what types of settings should
RAVE-O be used?
RAVE-O should be used in an intensive,
small-group, pull-out setting. This
approach allows teachers to build an
environment that fosters the growth of
emotional and motivational components
that are essential to a changed attitude
towards learning to read.
Taken from website:
http://www.bdainternationalconference.org
/presentations/fri_k_k1_5.htm
4. Wolf, M., O’Rourke, A.G., Gidney, C.,
Lovett, M., Cirino, P., & Morris, R.
(2002). The second deficit: An
investigation of the independence of
phonological and naming-speed deficits in
developmental dyslexia. Reading and
Writing, 15, 43-72.
5. Manis, F.R., Doi, L.M., & Bhadha, B.
(2000). Naming speed, phonological
awareness, and orthographic knowledge in
second graders. Journal of Learning
Disabilities, 33, 325-333.
Reviewed by: Abigail Naguiat
5. To what extent has research shown
RAVE-O to be useful?
There has not been much research to date
showing the usefulness of RAVE-O.
However, preliminary analyses have
revealed significant gains in word attack,
word identification, oral reading rate and
accuracy, and passage comprehension.
Furthermore, the framework upon which
the RAVE-O program is built has been
verified by research.
References:
1. Wolf, M. & Katzir-Cohen, T. (2001).
Reading fluency and its intervention.
Scientific Studies of Reading, 5, 211-239.
2. Wolf, M., Miller, L., & Donnelly, K.
(2000). Retrieval Automaticity,
Vocabulary, Elaboration, Orthography
(RAVE-O): A comprehensive, fluencybased reading intervention program.
Journal of Learning Disabilities, 33, 334359.
3. Wolf, M., & O’Brien, B. On issues of
time, fluency, and intervention. 5th BDA
International Conference.