Students with Disabilities (SWD) & District Supported Reading Programs
Options for Students with Disabilities not making learning gains with adopted district (general education) reading programs.
Students capable of making learning gains should be provided access to district (general education) reading programs.
Recommended
For
MILD
SWD exhibiting low
to average cognitive
abilities who can
demonstrate
significant
phonemic
awareness and
decoding deficits
that impede
accessing grade
level text.
Students can retain
and generalize rules
of language.
Program
Fundations - (Wilson)
Wilson Reading System
(Tier II or III)
OR
Just Words
(Tier II)
SRA Reading Mastery
Plus
SRA Corrective
Reading
Areas of Reading
Phonological and
phonemic awareness,
phonics, word and
syllable study,
vocabulary, sight word
instruction, fluency, word
and sentence writing
practice and some
aspects of
comprehension.
Prevention/Intervention**
All 5 areas of reading
Intervention**
All 5 areas of reading
Core**
All 5 areas of reading
Description
Grade Level/
Instructional Level
Multi-sensory systematic/explicit language program
designed to be utilized with existing literature-based
reading instruction.
Elementary/
K-2nd grade
Multi-sensory systematic/explicit language program
designed to be utilized with existing literature-based
reading instruction. Explicit instruction on the
structure of the language.
Elementary, Middle, &
High /
(WRS) 3rd grade to adult
Language based direct instruction: explicit,
intensive, teacher-directed instruction.
Intervention**
Explicit, intensive teacher-directed instruction of
information, skills, concepts, strategies, reading
accuracy (decoding), developing reading fluency,
and building comprehension.
Great Leaps
Fluency
Supplemental**
Vocabulary, phrases, and passages practiced with a
fluency context.
■Read and Write Gold
Comprehension, fluency,
and vocabulary
Phonemic awareness,
phonics & vocabulary
Text-to-Speech
OR
Just Words 4th to adult
Elementary/
K-4th grade
(Selected sites)
Middle & High/
Beginning reader to
adult
Caught Reading
SOFTWARE
■Attainment
Elementary, Middle &
High /
3rd grade -12th grade
K – 12th grade
Supplemental to support reading skills. Available on
every school’s server
Note: When determining appropriate instructional materials and strategies focus on the student’s overall functioning level, not exceptionality.
*Cluster sites
**Florida Center For Reading Research rating
5/09
Students with Disabilities (SWD) & District Supported Reading Programs
Options for Students with Disabilities not making learning gains with adopted district (general education) reading programs.
Students capable of making learning gains should be provided access to district (general education) reading programs.
Recommended
For
MODERATE
SWD exhibiting low
cognitive and
adaptive abilities.
Require assistive or
adaptive aides and
prompting, but can
learn many skills to
maximize their
independence
SOFTWARE
Program
Areas of Reading
Description
Grade Level/
Instructional Level
Middle* & High*
Beginning Reader to 3rd
grade
Elementary / VE one set
per school
Elementary* & Middle* /
Access Points
PCI Reading Program
Levels 1 and 2
Vocabulary – sight and
“Real-World” nouns and
verbs
Teacher-directed instruction utilizing continuous
repetition of controlled vocabulary reading, and highinterest activities.
MEville to WEville –
Extended Set w/Start to
Finish Literacy Program
Vocabulary, print,
Concepts, Oral
Language, and
Phonological Awareness
Caught Reading
All 5 areas of reading
■Classroom Suite
Language development
and skill reinforcement in
all 5 areas of reading.
Systematically targets literacy skills incorporating
content area goals and objectives. Step-by-step
integration of reading, writing, augmentative
communication and listening skills. Incorporates a
range of assistive technology.
High-interest, balanced reading sequenced program
that develops phonics and decoding skills and then
builds on those skills for real reading. High-interest
novels supplement eight levels of reading instruction.
Teacher authored activities that correlate to
language, literacy and reading skills presented in the
classroom.
■Words Around Me
Precursor to reading
programs
■Boardmaker
Language and literacy
development
■Read & Write Gold
See Mild
Middle & High /
Beginning Reader to 4th
grade
K – 12th grade*
Reinforces language development in the following
areas: recognition and naming of objects in the
students’ environment; identification of plurals;
categorization and classification of objects; language
and literacy development through symbol
identification.
See Mild
Note: When determining appropriate instructional materials and strategies focus on the student’s overall functioning level, not exceptionality.
*Cluster sites
**Florida Center For Reading Research rating
5/09
Students with Disabilities (SWD) & District Supported Reading Programs
Options for Students with Disabilities not making learning gains with adopted district (general education) reading programs.
Students capable of making learning gains should be provided access to district (general education) reading programs.
Recommended
For
SEVERE
SWD exhibiting
significant cognitive
and adaptive
disables. Require
varying amounts
and types of
assistance.
Dependent of
others throughout
the school day.
SOFTWARE
Program
MEville to WEville
Extended Set w/Start to
Finish Literacy Program
PCI – Real World
Complete Kit
Correspondence vocabulary
Areas of Reading
Vocabulary, print
Concepts, Oral
Language, and
Phonological Awareness
Description
Grade Level/
Instructional Level
Systematically targets literacy skills incorporating
content area goals and objectives. Step-by-step
integration of reading, writing, augmentative
communication and listening skills. Incorporates a
range of assistive technology.
Vocabulary taught in groups of five to increase
comprehension and retention. Student answer
questions about the vocabulary, participate in handson-activities, and listen to stories in which the words
are used in context.
Elementary* & Middle* /
Access Points
High* / Access Points
■See Moderate and Mild
Note: When determining appropriate instructional materials and strategies focus on the student’s overall functioning level, not exceptionality.
*Cluster sites
**Florida Center For Reading Research rating
5/09