Reading Interventions
Interventions Resources
The following links provide a list of resources that you might be interested in regarding interventions for the listed domains. These lists were compiled by soliciting ideas and resources from Consortium members. Thus, these interventions or resources are not being officially endorsed or recommended in any official way. Rather, they are there as potential resources that others have found useful.
Although some of the interventions listed might clearly fall into interventions as Tier 1, Tier 2, or Tier 3 interventions, we did not categorize them as such since there is so much flexibility and overlap with most interventions.
The intervention resources are split into the following categories:
I. Reading Interventions p. 2
II. Math Interventions p. 10
III. Written Language Interventions p. 14
IV. Academic Supporting Interventions p. 15
-Accommodations/Modifications p. 17
-Content p. 19
V. Social/Emotional/Behavior Interventions p. 20
VI. General Intervention Resources p. 24
Many interventions are listed under more than one category if they cover more than one domain area.
Finally, it is strongly recommended that systematic, reliable, and valid progress monitoring be conducted if any of the listed interventions are utilized with students. As always, it is crucial to evaluate the effectiveness of interventions and to use data to make instructional decisions!
This document has been prepared by the Illinois Flexible Services Delivery System Consortium: Research-Based Interventions Committee:
Christine Malecki-co-chair Melba Gustafson
Barb Curl-co-chair Jessica Winters
Lisa York Jim Loerzel
Mary Miller Lisa Davidson
Heidi Triezenberg Callie Dixon
Lindsay Heidrick Caitlyn Leo
Caitlyn Adams Jenny Hawkey
Laura Goetten
PJ Perry
Colleen Johnston
Candace McLaughlin
I. Reading Interventions
|Program |Description/ Critical |Cost/Training |Review or Endorsement |
| |Component of Reading | | |
|Read Well |Core Reading Program for K-3 |See Sopris West website. This |Florida Center for Reading Research |
| | |is a whole class curriculum | |
| |Read Well is designed as a core program for grade 1 and for |including many components | |
| |students in grades 2-3 who are not fluent readers. It incorporates| | |
| |all 5 of the critical areas of reading instruction. It is | | |
| |systematic and explicit. | | |
|Language! |Core/Supplemental Reading Program K-12 |See Sopris West Website for |Florida Center for Reading Research |
| | |costs - many components. | |
| |Language! Is a comprehensive literacy program that addresses all | | |
| |of the 5 basic areas of reading. It was designed as a curriculum |This is a whole group | |
| |for ELL, special education and at risk students. It was designed |curriculum. Training is highly| |
| |for students who were more than 2 grade levels below their current|recommended and requires 6 | |
| |placement level and needed explicit instruction. |days of initial training to | |
| | |best use of the program. | |
|Michael Heggerty |Phonemic Awareness | |See testimonials on website: |
| | | | |
|Phonemic Awareness |Teaches all the components of phonemic awareness in a systematic | | |
|Curriculum |and explicit manner. | | |
| | | | |
| |PA Original Curriculum-1st Gr. | | |
| | |$64.99 | |
| |PA Kindergarten Curriculum- K | | |
| | |$64.99 | |
|KPALS |Phonemic Awareness/Phonics | |Florida Center for Reading Research |
| | | | |
|1STGr.PALS |Materials also available through Sopris West: | | |
| |KPALS- emphasizes letter sound fluency, phonemic segmentation | | |
| | |$49.95 | |
|P.Mathes, J.Torgesen et. |1st GRADE PALS- emphasizes phonemic awareness and alphabetic | | |
|al. |principle. | | |
| | | | |
| | | | |
| | |$49.95 | |
|Road to the Code: A |Phonemic Awareness/Phonics |$49.95 on Brookes Publishing |Florida Center for Reading Research |
|Phonological Awareness | |Website | |
|Program for Young Children,|1 book- K to 1st.The emphasis of this program is on developing | | |
| |phonological awareness in students early on. | | |
|Blachman, Wynne, Black, & | | | |
|Tangel |It consists of 44 lessons to be taught in small groups of 4-5 4 x | | |
| |per week over 11 weeks. Skills included are phoneme | | |
| |segmentation, letter sound learning and phonological awareness | | |
| |skills. Tier 1 or 2. | | |
|Great Leaps, |PhonemicAwareness/Phonics |$110.00 each level $66.00 for|Florida Center for Reading Research |
| |/Fluency |administrator program (for | |
|Kenneth Campbell | |evaluation) | |
| |4 levels (K-2), (3-5), (6-8), (9-12) This program is designed to | | |
| |be taught in a one on one tutoring session for 10 minutes at least|Training can be accomplished | |
| |3x per week. The early 2 versions focus on phonemic awareness, |with manual review | |
| |phonics, and fluency. | | |
| | | | |
| |Components include practice with individual sounds and words, high| | |
| |frequency phrases, and repeated reading of decodable passages | | |
|Earobics, |Phonemic Awareness/Phonics. |$299.00 each step |Florida Center for Reading Research |
| | |Clinician guide is $29.95 | |
|Cognitive Concepts |Step 1(age 4-7) Step 2 (age 7-10) | | |
| | | | |
| |A computerized program that teaches phonemic awareness (Step 1) | | |
| |and alphabetic principle (Step 2) | | |
| | | | |
| |Excellent graphics. | | |
|Lexia Software |Phonemic Awareness/Phonics |Home and School Versions |Reviewed at the Oregon Reading First |
| | |Available |Website |
| |Lexica Software includes Lexia Early Reading - for ages 4-6 |Home versions are $119 per |Lexia website research reports |
| |focusing on phonological awareness and letter awareness; Lexia |license for up to 3 students | |
| |Phonics Based Reading- Now called Primary Reading focusing on |at home. School versions area| |
| |• Beginning and ending sounds |available – must contact | |
| |• Syllables and segmenting |reseller for pricing. | |
| |• Sight words | | |
| |• Decoding skills | | |
| |• Vocabulary and Comprehension skills | | |
| | | | |
| |Lexia Strategies for Older Students: | | |
| |• Levels 1, 2 and 3: Word-attack and contextual strategies | | |
| |necessary for automatic word recognition (practice with one- to | | |
| |two-syllable words, sentences and paragraphs) | | |
| |• Level 4: Word-attack strategies for multi-syllable words | | |
| |containing open and | | |
| |consonant -le syllables as well as hard and soft "c" and "g" | | |
| |• Level 5: Word-attack strategies for refining Anglo-Saxon | | |
| |prefixes and suffixes, recognition of Latin prefixes and suffixes,| | |
| |division of words into prefix, root and suffix, advanced decoding | | |
| |and comprehension skills (practice with two- to four-syllable | | |
| |words containing special accent patterns), vocabulary and word | | |
|Tutoring with the Lindamood|Phonemic Awareness/Phonics |LIPS program – Manual $98, | Evidence Based Programs |
|Phonemic Sequencing reading| |Clinicla Kit $249, Classroom | |
|curriculum, |Intervention for at-risk readers in grades K-2 |Kit $498.00 Gander | |
| |Intense instruction in word level skills including phonemic |Educational Publisher | |
| |awareness and letter/sound association Four 20 minute sessions a | | |
| |week for 2.5 years starting second semester Kindergarten | | |
| |Tier 3 (1 to 1 tutoring) | | |
| | | | |
|Jolly Phonics, Sue Lloyd |Phonics |$78.25 for video/book $264.00|Nat'l Institute of Child Health and |
| |1 level- ages 3 to 7. The program is designed to teach 5 basic |classroom set |Development |
|Jolly Learning LTD |skills in reading and writing for beginning readers. These are | |Jolly Phonics website – click on |
| |letter sounds, letter formation, blending, identification of | |research |
| |sounds in words and spelling tricky words. | | |
| |The instruction is multisensory and sequential. It is designed for| | |
| |use in classrooms or at home tutoring. | | |
|Wilson Language Training |Phonics |The complete Wilson set of |Florida Center for Reading Research |
| | |materials is available for | |
| |The Wilson Reading System is a decoding and encoding program |$459.00 ( Deluxe Kit) Training| |
| |beginning with phoneme segmentation. WRS directly teaches the |is highly recommended | |
| |structure of words in the English language so that students master|beginning with a 2 day | |
| |the coding system for reading and spelling. The program is |overview and continuing for | |
| |designed to be an intensive level intervention for grades 3 and |certification in the | |
| |up. |program. Certification | |
| | |requires a year long process | |
| | |which includes online learning| |
| | |,direct tutoring and | |
| | |observation from a Wilson | |
| | |Certified Trainer. | |
|REWARDS |Phonics/ Fluency |Teacher Guide $69.95, set of |Florida Center for Reading Research |
|Anita Archer et al | |ten student workbooks - $79.95| |
| |Includes 4versions: |Training is recommended | |
| |Rewards Intermediate- Gr. 4 and higher | | |
| |Rewards Secondary- Gr. 5 and higher | | |
| |Rewards Plus Social Studies and Science- assistance with difficult| | |
| |content area passages | | |
| |Focus of this program is on teaching a decoding strategy for | | |
| |multisyllabic words and increasing fluency. The program also | | |
| |includes a content level beyond the basic program that focuses on | | |
| |Social Studies vocabulary. Cost are similar for this additional | | |
| |program | | |
|PALS |Fluency and Comprehension |$35.00 each manual $15.00 |Vanderbilt Kennedy Center for |
| | |each video $15.00 each DVD |Research, U.S. Dep't of Education, and|
|Fuchs and Fuchs |4 levels- K, 1, 2-6, High School. Peer-Assisted Learning | |Numerous peer-reviewed journals |
| |Strategies (PALS) is a 25- to 35- minute math or reading activity | |Promising Practices |
| |implemented two to four times a week and is designed to | |Sharing Success |
| |complement, not replace, existing reading and math curricula. PALS| | |
| |combines peer tutoring with instructional principles and | | |
| |practices. | | |
| | | | |
| | | | |
| | | | |
| | | | |
|Six-Minute Solution |Fluency |$99.95 for each version |This program uses peer partnering , |
| | | |charting of results and repeated |
| |This program incorporates the principles of repeated readings, | |readings at the student’s |
| |peer assisted learning strategies (PALS) and progress monitoring | |instructional level. See PALS info for|
| |to build fluency. Students practice with partners and give each | |research. |
| |other feedback. Easy to implement, inexpensive, and brings | | |
| |wonderful results. | | |
| | | | |
| |4 versions available: K-9, Interm. 3-6, Secondary- 6-9, and | | |
| |Primary K-3. | | |
|Read Naturally |Fluency |Each of 13 levels costs |Florida Center for Reading Research |
| | |approx. $105 for cassette or | |
| |A fluency program designed to develop in readers the skills |audio CD | |
| |necessary for fluent and effortless reading: speed, accuracy and | | |
| |proper expression. 3 strategies incorporated are reading along | | |
| |with a fluent model, individual repeated readings of the same | | |
| |passage, and progress monitoring. This program may be used to | | |
| |provide extra practice for young readers, ELL students, and/or | | |
| |struggling readers. | | |
|Definition Plus; Keyword |Vocabulary |No cost |See website info at Intervention |
|Strategy |In this mnemonic (memorization) technique, students select the | |Central |
| |central idea of a passage and summarize it as a 'keyword'. Next, | | |
| |they recode the keyword as a mental picture and use additional | | |
| |mental imagery to relate other important facts to the keyword. | | |
| |They can then recall the keyword when needed, retrieving the | | |
| |related information | | |
| |. | | |
|Elements of |Vocabulary |See website for costs. |See Scientific Research Base: |
|Reading-Vocabulary |This is an oral vocabulary instruction program, designed for | | |
| |kindergarten through third grade students. It is based on the | | |
|Look for Steck-Vaughn |research from Bringing Words to Life by Beck and McKeown. | | |
|programs on the site; –This| | | |
|one developed by IBeck and | | | |
|MMcKeown | | | |
|Soar to Success |Comprehension, Fluency, Vocabulary |See website for costs. |Florida Center for Reading Research |
| | | | |
|Developed by Houghton |This program for grades 3-8 is designed to be taught in small | | |
|Mifflin Co. |group instruction as a supplement to classroom instruction. | | |
| |Reciprocal Teaching is a component of this comprehension building | | |
| |strategy. | | |
|From Click or Clunk – |Comprehension |$31.95 |Intervention Central |
|Collaborative Strategic | | |A Sopris West material |
|Reading |Strategy for Grades 3-12 is designed to assist students in | | |
| |self-monitoring their comprehension level. | | |
|Author: J. Klingner, | | | |
|S.Vaughn et. al. |Provides excellent suggestions/strategies for helping students | | |
| |become more metacognitive as they read. Emphasizes teaching | | |
| |metacognitive strategies to improve reading comprehension. | | |
| | | | |
| |When students must make regular summary judgments about how well | | |
| |they comprehend at the sentence level, they are more likely to | | |
| |recognize-and to resolve-comprehension errors as these mistakes | | |
| |arise. | | |
|SIM – the Strategic |Comprehension | Each Content Enhancement and |Florida Center for Reading Research |
|Instruction Model | |Learning Strategy is contained| |
| |The Strategic Instruction Model includes the Content Enhancement |in a manual. All require | |
|KU-CRL |Routines which are designed to help teachers design , implement |training by a certified | |
| |and teach critical content and Learning Strategies which are |trainer. Manual range from | |
| |routines that are taught to students to impact their ability to |$15- 35.00. See KUCRL Website | |
| |learn in many areas. The reading strategies include a Self | | |
| |–Questioning Strategy, Word Identification Strategy, Visual | | |
| |Imagery Strategy and Paraphrasing Strategy. The strategies are | | |
| |designed for students grades 4-12. | | |
| |Tier 1 and 2 supports | | |
|Read 180 |Comprehension, Decoding, Fluency |See price |A Scholastic material. |
| | |list on website. |Research on Read 180 provided by |
| |A comprehensive reading intervention program for struggling |Comprehensive program is |publisher |
| |readers in grades 4-12. The goals of the program are to increase |expensive. | |
| |students’ decoding, fluency, and comprehension. A typical 90 | | |
| |session includes whole and small group instruction, and a computer| | |
| |and library station. | | |
| |READING WEBSITES AND OTHER RESOURCES | | |
|Reading: University of |Core – K-3 Programs reviewed in addition to |No cost - information |Tier 1, 2, & 3 |
|Oregon’s website |Supplemental & Intervention programs – Each review includes | |Curr & Instruction Admin, Curr |
| |information on the program and the extent to which each of the | |Committees, SpEd Admin, Principals, |
| |components of effective reading instruction are addressed at each | |GenEd and SpEd teachers, Psychs |
| |level. These are very detailed reports. Each component is rated | |Reading: University of Oregon’s |
| |on how well it is addressed. | |website that reviews core, |
| | | |supplemental and intervention reading |
| | | |programs based on how they address the|
| | | |components established by the National|
| | | |Reading Panel. |
|Progress Monitoring |K-6 Five Big Ideas of Reading – Supplemental Research Based | | |
| |Interventions | | |
| | An intervention in itself as well as an avenue for | | |
| |measuring intervention effectiveness | | |
|Fuchs and Fuchs manuals for|This page is a collection of research and information on progress |No cost – downloadable as .pdf|Reading and Math |
|reading and math progress |monitoring. In addition, power point presentations are available |documents | |
|monitoring. |to share the information with staff. Pdf documents contain manuals| | |
| |for Math and Reading CBM use as well as decision making rules. | | |
| |Very helpful resource. | | |
|What Really Matters for |The Second Edition of What Really Matters for Struggling Readers |Approximate cost $31.00 from |Reading Resource Book |
|Struggling Readers: |continues to focus on helping teachers design reading remediation |the publisher | |
|Designing Research-Based |and intervention programs around well-established reality- and | | |
|Programs Richard Allington |research-based components framing them within the confines of the | | |
|2006 |No Child Left Behind Act. | | |
|Allyn and Bacon | | | |
|Intervention Strategies to |This book will help to specifically connect performance on a |Publisher website cost $28.99|Reading Resource Book |
|Follow Informal Reading |informal reading inventory to related and practical intervention | | |
|Inventory Assessment: So |strategies | | |
|What Do I Do Now? | | | |
| | | | |
|JoAnne Schudt Caldwell, | | | |
|Lauren Leslie | | | |
|2005 | | | |
|Pearson Education, Inc. | | | |
|I’ve Dibeled, Now What? |PhonemicAwareness/Phonics | |RGood & RKaminski |
| |/Fluency | |A Sopris West material |
|Susan Hall, Ed.D. | | | |
| |An excellent resource for furthering understanding and use of the | | |
| |DIBELS assessment tool. | | |
| |Suggestions include grouping at-risk students and matching with | | |
| |appropriate interventions and strategies as well as suggestions | | |
| |for analyzing error patterns. | | |
|Bringing Words to |Vocabulary. |$21.00 (paperback) |J. Torgesen website |
|Life | | | |
| |An excellent source for teaching vocabulary. | | |
|IBeck et.al. |Table of contents includes choosing words to teach, introducing | | |
|Google this book – can be |vocab., developing vocab. In earliest and later grades, making the| | |
|purchased at , |most of natural contexts, and enriching the verbal environment. | | |
|Guilford Press, others | | | |
|CORE: Vocabulary Handbook |Vocabulary. |$32.75 |Research Base from Website |
| | | | |
|L.Diamond et.al. |An excellent source for teaching vocabulary. | | |
|Google: |Provides practical strategies and lesson plans for teachers to | | |
|VocabHand|improve vocabulary instruction in their classrooms. | | |
|book.htm | | | |
II. Math Interventions
|Program |Description |Cost/Training |Review or Endorsement |
|PALS Math |This intervention utilizes peer-assisted learning strategies to |$35.00 for each manual |PALS Vanderbilt Kennedy Center for |
| |support math skill development. It is available at 3 levels: K, |$15.00 for each DVD or video |Research |
|Authors: Lynn Fuchs and |1st Grade, and 2nd-6th Grade |$25 for student materials | |
|Doug Fuchs | | | |
| | |The different materials needed| |
| | |at different levels are as | |
| | |follows: | |
| | |K= Manual & Optional video or | |
| | |DVD | |
| | |1st = Manual | |
| | |2-6 = Manual, Students | |
| | |Materials, video or DVD | |
| | |required for training | |
|Great Leaps |This program focuses on building fluency in basic math facts |The program consists of three |Website claims that this program has |
| |(addition, subtraction, multiplication, and division). |instructor manuals and three |been field-tested with data showing |
|Authors: Cecil Mercer, | |student workbooks: |excellent student progress and teacher|
|Kenneth Mercer, and | |1) Addition and |acceptance. |
|Kenneth Campbell | |Subtraction Facts | |
| | |( 0 to 9) | |
| | |2) Addition and | |
| | |Subtraction Facts | |
| | |(10 to18) | |
| | |3) Multiplication and | |
| | |Division Facts | |
| | | | |
| | |Individually, these packages | |
| | |cost $66.00. A package | |
| | |containing all three costs | |
| | |$175.00. Packages of 10 | |
| | |student workbooks for each | |
| | |area are available for $100.00| |
|Monitoring Basic Skills |The MBSP is a computer program for automatically conducting |The Math Complete Kit includes| |
|Progress (MBSP) |curriculum-based measurement and for monitoring student progress |Math Computation and Math | |
| |in reading, math computation, and math concepts and applications. |Concept & Application. It is | |
|Authors: Lynn Fuchs, Carol |Students take tests at a computer. The computer scores the test |available through Pro-Ed for | |
|Hamlett, and Doug Fuchs |and provides students with immediate feedback. Graphs of student |$245.00 | |
| |progress can be saved over time. In addition, graphs are analyzed|$369.00 complete kit | |
| |and teaching recommendations based on student performance are | | |
| |provided. | | |
| |Available for Mac platform only. | | |
|Accommodating Students with|DO-IT is a collaboration of Computing & Communications and the |Videotape: “The Winning |National Science Foundation |
|Disabilities in Math and |Colleges of Engineering and Education at the University of |Equation: Access + Attitude = | |
|Science: A Resource for |Washington. Primary funding for DO-IT is provided by the National |Success in Math and Science” |U.S. Department of Education and State|
|Teachers |Science Foundation, the State of Washington, and the U.S. |is available for $25.00. |of Washington |
| |Department of Education. The goal of the MATH-SCI project is to | | |
|Author: DO-IT MATH-SCI |provide resources for creating effective accommodations for |Comprehensive Program | |
| |students in science and math classes. |Development Materials: | |
| | |“Accommodating Students with | |
| | |Disabilities in Math and | |
| | |Science: A RESOURCE FOR | |
| | |TEACHERS” is available for | |
| | |$60.00. | |
| | | | |
| | |Clicking on the following | |
| | |website will provide overview | |
| | |of the process and sample | |
| | |forms to use: | |
| | | |
| | |/Brochures/Academics/winmathsc| |
| | |i.html | |
|The Inclusive Classroom |This document is part of a series from the Northwest Regional |This document is free and can |U.S. Department of Education grant |
|Mathematics and Science |Educational Laboratory entitled, “It’s Just Good Teaching.” It |be downloaded at the following| |
|Instruction for Students |describes some research-based instructional strategies in the area|web address: | |
|With Learning Disabilities |of sciences and math that support inclusive classrooms. | | |
| | | |
| | |es/resources/justgood/09.99.pd| |
|Author: Denise Jarret | |f | |
| | | | |
|Transitional Math |This program is designed to meet the needs of students scoring at |A classroom set of 10 costs |The following link provides access to |
|(TransMath) |or below the 40th percentile on standardized tests. It focuses on|$505.95 for each TransMath |articles presenting Woodward’s |
| |procedural knowledge, real-world application, conceptual |level. |research findings on the programs: |
| |understanding and problem-solving. Three different levels are | | |
|Author: John Woodward |available. | | |
| | | | |
| |Level 1: Developing Number Sense | | |
| | | | |
| |Level 2: Making Sense of Rational Numbers | | |
| | | | |
| |Level 3: Understanding Algebraic Expressions | | |
|Word Problems Made Easy |Each Word Problems Made Easy grade level book contains 160 days |Blackline Masters: $69.00 for |Research Support for this intervention|
| |worth of word problems, taught using explicit step-by-step |each grade level | |
| |methods. | | |
|Author: Don Crawford | |Training video: $249.00 for | |
| | |Grade 1-3 video; $249.00 for | |
| | |Grade 4-6 video | |
| | | | |
| | |Site license: $199.00 at each | |
| | |grade | |
|Mastering Math Facts |This structured program allows for sequential practice of math |Blackline Masters: $69.00 |The following links to a document |
| |facts. It includes practice material for all four math | |which describes the research support |
| |operations. It takes six-seven minutes of class time each day |Teacher Training Program: |for this intervention: |
|Author: Don Crawford |and students progress through the program as they meet specified |$249.00 | |
| |criteria. | | |
| | |Masters and Training Program | |
| | |Together: $299.00 | |
| | | | |
| | |Site License: $529.00 | |
|Vmath |Vmath provides math intervention for students in grades 3-8. It |Price information could not be|The following provides links to the |
| |provides daily, explicit, systematic instruction in essential math|found on the website. |research support for this |
| |concepts, skills and strategies. | |intervention: |
|By: Voyager | | | |
| | | | |
III. Written Language Interventions
|Program |Description |Cost/Training |Review or Endorsement |
|Kansas University – Center|Strategies Instruction Model: |Materials available through |Florida Center For Reading Research |
|for Research on Learning |- teaching specific learning strategies to children |professional development | |
| |- Content Enhancement: teacher routines that allow teachers to|sessions conducted by | |
| |provide a more systematic approach to teaching |certified SIM instructors | |
| |-research summaries for Reading and Writing Strategies: | | |
| |- Writing strategies include: |Professional development | |
| |Sentence Writing Strategy (Fundamentals) |opportunities | |
| |Sentence Writing Strategy (Proficiency) | | |
| |Paragraph Writing Strategy | | |
| |Theme Writing (Fundamentals) | | |
| |Error Monitoring Strategy | | |
| |InSPECT Strategy (for word-processing spellcheckers) | | |
|SRA – Expressive Writing |Grades 4-6 |Workbook $11.34 | |
| |-sequenced lessons |Teacher Presentation Book | |
| |-teach skills students need to express ideas and communicate |$103.80 | |
| |clearly | | |
| |-includes 4 instructional strands: | | |
| |-mechanics, sentence writing, paragraph and story writing, and| | |
| |editing | | |
| |-check system: | | |
| |- helps students become efficient at editing and revising | | |
| |their own work | | |
| |-Extensive practice: | | |
| |- encourages students to apply grammar rules and style | | |
|SRA- High Performance |Grades 1-6 |Materials are grouped by | |
|Writing |- Comprehensive resource for teaching students to write and to|writing levels and vary in | |
| |write better. |price from $20.79 to $127.20| |
| |- Lessons provide scaffolding to help internalize the writing | | |
| |process and become independent writers | | |
| |- Helps students incorporate the Six Traits of effective | | |
| |writing | | |
IV.Academic Supporting Resources
|Program |Description |Cost/Training |Review or Endorsement |
|Self-Help Strategies: |Appropriate for 3rd grade and above | |Strong evidence of effectiveness in |
|Direct instruction in |General education | |parent education and skill |
|test-taking strategies, |Tier 1, 2, 3 | |development with students with ADHD. |
|organizational schemes, | | | |
|parenting skills, and goal| | | |
|setting | | | |
|The Tough Kid Tool Box |A book of unique procedures for classroom motivation, home |$22.49 |There doesn’t appear to be any |
| |notes, self-monitoring, contracting, and tracking | |research on this particular book, but|
| |Elementary classrooms | |the strategies listed in the book are|
|Jensen, Rhode |Tiers 1,2 | |research based (such as contracting, |
|& Reavis | | |home notes, positive reinforcement, |
|Sopris West (1994) | | |etc.). |
|Creative Coaching: A |Short-term, educational, curriculum based lessons in which |$29.95 |Possible evidence of effectiveness |
|support group for children|children can learn and practice life skills | |Stated that the Creative Coaching |
|with ADHD with curriculum |Particularly referenced for children who have ADHD but relevant | |Support Group has been thoroughly |
|based activities |to all elementary aged children | |field tested and won the 1997 Texas |
| |Lessons include listening, paying attention, organization, | |Counseling Association Writers Award,|
| |self-concept, goal setting, feelings, controlling impulses, | |although specific studies could not |
|Nancy McDougall |communication and friendship | |be found. |
|Janet Roper (1998) |Includes a combination of treatment methodologies | | |
| |Tier 2 | | |
|Self-Monitoring Strategies|Found to be helpful with following directions, attention, task |Minimal- Basically just the |Mammolenti, J., Vollmer, P., & Smith,|
| |completion, and organization |time to ensure that there is |D. (2002). Self-monitoring: The |
| |Tally marks, “Motivator” (timed vibrating device to signal |treatment integrity. |effects of self-recording and self |
| |recording of behavior), Graphing | |evaluation on off-task behavior of |
| |Tier 1,2, 3 | |elementary students with mild |
| | | |disabilities. US Indiana. |
| | | | |
| | | |Reid, R., Trout, A.L., & Schartz, M. |
| | | |(2005). Self-regulation interventions|
| | | |for children with attention deficit /|
| | | |hyperactivity disorder. Exceptional |
| | | |Children, 71, 361-377. |
|Good Behavior Game |1st and 2nd grade classroom management strategy for decreasing |40 hours of teacher training | Strong evidence of effectiveness |
| |disruptive/ aggressive behaviors) |and support for 1 year |with disruptive classroom behaviors. |
| |40 hours of teacher training and support for 1 year | | |
| |Tier 1 | | |
|Project RIDE Responding |Building-based support system: |$339.49 |U.S. Department of Education |
|to Individual Differences |-Effective Classroom Practices | | |
|in Education |-Computer Tactics Band and Video Library | | |
| |-School wide Assistance Team Process | | |
| |*Available in Preschool, Elementary, and Middle School versions | | |
| |(some overlap in interventions) | | |
|Kansas University – Center|Strategies Instruction Model: |Week long seminars are |
|for Research on Learning |- teaching specific learning strategies to children |available to individuals |ex.html |
| |- Content Enhancement: teacher routines that allow teachers to |seeking training ($450-$800 | |
| |provide a more systematic approach to teaching |each). | |
| |-research summaries for Reading and Writing Strategies | | |
| |Content Literacy Continuum: | | |
| |-provides middle and high school teachers with a framework for | | |
| |delivering instructional support in reading | | |
Accommodations/ Modifications
|Program |Description |Cost/Training |Review or Endorsement |
|Effective Teaching |This popular book investigates the teaching, instruction and |$49.33 on Amazon | |
|Strategies that |curricula required to meet the needs of diverse learners who | | |
|accommodate Diverse |by virtue of their experiential, cultural, and socioeconomic | | |
|Learners |backgrounds, challenge traditional curriculum and | | |
| |instructional programs. It provides a summary of the | | |
| |characteristics of students with diverse learning and | | |
|Kame’eniu, Carnin, Dixon, |curricular needs as well as an essential examination of | | |
|Simmons & Coyne |current issues in education. It also introduces six key | | |
| |principles to direct teachers through the design of | | |
| and curriculum to ensure that diverse learners | | |
| |succeed in the classroom. Characteristics of Students with | | |
| Learning and Curricular Needs; Effective Strategies | | |
|index.html |for Teaching Beginning Reading; Effective Strategies for | | |
| Writing; Effective Strategies for Teaching | | |
|palatineli|Mathematics; Effective Strategies for Teaching Science; | | |
|st.html |Effective Strategies for Teaching Social Studies; Modulating | | |
| |Instruction for English-language Learners; Contextual Issues | | |
| |and Their Influence on Curricular Change. For teachers of | | |
| |diverse learners. | | |
|Intervention Checklist For|These checklists have been created to examine student skills, | | |
|Content Area Classroom |performance, and needs based on the characteristics of | | |
| |different educational environments. The "Intervention | | |
|By: Judy Wood |Checklist" is a comprehensive checklist covering | | |
| |characteristics of general and special education content areas| | |
| |and related environments. | | |
|Adapting Language Arts, |Adaptations would be designed into curricular materials by the| | |
|Social Studies, and |developers, and the built-in adaptations would be broad enough| | |
|Science Materials for the |and flexible enough to assist students regardless of their | | |
|Inclusive Classroom |disability. When they are not, teachers must adapt materials | | |
| |themselves, and effective adaptations take time for teachers | | |
| |to design and implement. In some cases, making and | | |
| |implementing adaptations can be more time consuming and | | |
| |complex than teaching the student the skills needed to meet a | | |
| |particular demand. A careful process can help to ensure that | | |
| |the decision to adapt materials is the correct one and that | | |
| |adaptations will be effective. This digest describes a process| | |
| |consisting of nine steps for planning and implementing | | |
| |materials adaptations | | |
|Differentiated Instruction|Differentiation involves giving students a range of ways to | | |
| |access curriculum, instruction, and assessment; interact and | | |
| |participate in the classroom; demonstrate and express what | | |
| |they learn; and understand and take in information. | | |
| |Differentiated instruction is based on the assumptions that | | |
| |students differ in their learning styles, needs, strengths, | | |
| |and abilities and that classroom activities should be adapted | | |
| |to meet these differences. | | |
|An Introduction to | | |Strong evidence of effectiveness |
|Universal Design for | | | |
|Learning | | |Special Connections |
| | | | |
| | | | |
Content
|Program |Description |Cost/Training |Review or Endorsement |
|Interventions Checklist | | |
|For Content Area Classroom| | | |
| | | | |
| | | | |
|Judy Wood | | | |
|Adapting Language Arts, | | | |
|Social Studies, and | | | |
|Science Materials for the | | | |
|Inclusive Classroom | | | |
|Science for All: Including| | |
|Each Student |y_NSTA_Appendix.pdf | | |
|Teaching Social Studies to| | | |
|Students with Learning | | | |
|Disabilities | | | |
V. Social/Emotional/Behavior
|Program |Description |Cost/Training |Review or Endorsement |
|Good Behavior Game |1st and 2nd grade classroom management strategy for |40 hours of teacher training| Strong evidence of effectiveness with|
| |decreasing disruptive/ aggressive behaviors) |and support for 1 year |classroom disruption. |
| |40 hours of teacher training and support for 1 year | | |
| |Tier 1 | | |
|Project RIDE – Responding|Building-based support system |$339.49 |U.S. Department of Education |
|to Individual Differences|-Effective Classroom Practices | | |
|in Education |-Computer Tactics Band and Video Library | | |
| |-School wide Assistance Team Process | | |
| |*Available in Preschool, Elementary, and Middle School | | |
| |versions (some overlap in interventions) | | |
|The Tough Kid Tool Box |A book of unique procedures for classroom motivation, home |$22.49 |There doesn’t appear to be any |
| |notes, self-monitoring, contracting, and tracking | |research on this particular book, but |
| |Elementary classrooms | |the strategies listed in the book are |
|Jensen, Rhode |Tiers 1,2 | |research based (such as contracting, |
|& Reavis | | |home notes, positive reinforcement, |
|Sopris West (1994) | | |etc.). |
|Skill-streaming Series |Social Skills Training |Set: |Seferian, R. (1999). Design and |
| |All Grades (Broken down by early childhood, elementary and |Early Childhood: |implementation of a social-skills |
| |adolescent) |$57.50 |program for middle school students |
|Arnold Goldstein & Ellen |Tier 1, 2, 3 |Elementary: |with learning and behavioral |
|McGinnis |Audience: General Education, Special Education teachers, |$69.15 |disabilities. US Florida |
| |Psychologists & Social workers |Adolescent: |Direct instruction has been found to |
| | |$69.15 |be very effective in remedying skill |
| | | |deficits. |
|Group Cognitive |Challenges irrational thinking and replaces with positive |Free download from website |Strong Evidence of Effectiveness |
|Behavioral Therapy |adaptive thinking | | |
| |Ages 13-18 | | |
| |Small group sessions over 5 to 8 weeks for a total of 15 | | |
|Gregory Clarke PhD (1994)|hours | | |
| |Tier 2 , 3 | | |
|Self-Monitoring |Found to be helpful with following directions, attention, |Minimal- Basically just the |Mammolenti, J., Vollmer, P., & Smith, |
|Strategies |task completion, organization |time to ensure that there is|D. (2002). Self-monitoring: The |
| |Tally marks, “Motivator” (timed vibrating device to signal |treatment integrity. |effects of self-recording and self |
| |recording of behavior), Graphing | |evaluation on off-task behavior of |
| |Tier 1,2, 3 | |elementary students with mild |
| | | |disabilities. US Indiana. |
| | | | |
| | | |Reid, R., Trout, A.L., & Schartz, M. |
| | | |(2005). Self-regulation interventions |
| | | |for children with attention deficit / |
| | | |hyperactivity disorder. Exceptional |
| | | |Children, 71, 361-377 |
|I Can Problem Solve |Preschool, Elementary and Intermediate Volumes |$39.95 |Strong Evidence of Effectiveness |
| |Teaches Problem Solving Metacognitively | | |
| |Tier 1, 2, 3 | | |
|Dr. Myrna B. Shure | | | |
|Research Press (1992) | | | |
|Contracting |Found to be effective with academic motivation and | | Strong evidence of effectiveness Also|
| |performance and class participation as well as uncooperative | |see CEC website for research citations|
| |and fighting behaviors | | |
| |There are characteristics which must be present to make | | |
| |contracts effective (agreement, formal exchange, reward or | | |
| |reinforcement, behavioral expectations clearly defined, goal | | |
| |setting, public posting, group contingencies, home notes) | | |
| |Tier 1, 2, 3 | | |
|Coping Cat Program: |A comprehensive cognitive behavioral program for group and |$26.95 |Possible evidence of effectiveness |
|Child and Adolescent |individual treatment of anxiety | | |
|Anxiety Disorders Clinic |Designed for older children and adolescents | | |
|at Temple University |Tier 2, 3 | | |
| | | | |
| | | | |
|Phillip Kendall (1992) | | | |
|Workbook Publishing, Inc.| | | |
|Helping Students Overcome|A book of intervention techniques for depression, anxiety and|$33.00 new |Possible evidence of effectiveness |
|Depression and Anxiety: A|related internalizing problems that are eclectic but are most| | |
|practical guide |influenced by cognitive behavioral and psycho-educational | | |
| |approaches to prevention and treatment. | | |
| |4th grade and up | | |
|Kenneth W. Merrell |Tier 2, 3 | | |
| | | | |
|Guilford Press (2001) | | | |
|Strong Kids and Strong |The Oregon Resiliency Project |Free Download available at |Possible Evidence of Effectiveness |
|Teens |12 lesson program designed to teach elementary students the | | |
| |behaviors that promote mental health | | |
| |Includes principles of instructional design and behavioral |(For The Strong Kids and | |
|Kenneth W. Merrell |analysis |Strong Teens curricula) | |
|School Psychology |Tier 1,2 | | |
|Program, University of | | | |
|Oregon | | | |
|The Teacher’s |A book filled with various frequently occurring behavior |$45.00 on Amazon |Listing of many evidence based |
|Encyclopedia of Behavior |problems and various model plans that are suggested based on | |strategies. |
|Management: 100 Problems/|the hypothesis as to “why” the behavior is occurring. General| | |
|500 Plans |Education and Special Education teachers, Psychology, & | | |
| |Social Workers | | |
| |Tier 1 ,2, 3 | | |
|Randy Sprick & Lisa | | | |
|Howard | | | |
|The Center for Evidence |A website equipped with handouts, research, training |Free Handouts available in |National Association for the Education|
|Based Practice: Young |materials and useful links for positive behavioral support. |PDF form on the website. |of Young Children |
|Children with Challenging| | | |
|Behaviors | | | |
| | | | |
| | | | |
|Center on the Social and |21 “What Works Briefs” are available on a variety of early |$1.00 each |The Center maintains a National |
|Emotional Foundations for|childhood subjects | |Advisory Board |
|Early Learning | | | |
|CSEFEL | | | |
| | | | |
| | | | |
|The Collaborative on |A website supported by the University of Illinois at Chicago |“The Educators Guide to | |
|Social and Emotional |devoted to advancing the science of social emotional learning|Emotional Intelligence and | |
|Learning |and research based practice. |Academic Achievement” | |
| | |available at website | |
| | | | |
| | |$39.95 paperback | |
| | |$79.95 hardcover | |
| | | | |
| | |Many publications available | |
| | |for purchase online | |
VI. General
|Program |Description |Cost/Training |Review or Endorsement |
|Pre-Referral Intervention |To provide appropriate intervention strategies for learning and |$40.00 on Hawthorne |Reviewed in The Thirteenth Mental |
|Manual (PRIM)-Third |behavior problems. |Educational Services website |Measurements Yearbook |
|Edition | | | |
| | | |Buros Institute of Mental |
| | | |Measurements |
|McCarney & Wunderlich | | | |
|Edited by Samm N. House | | | |
|Effective School |This practical sourcebook presents more than 70 interventions |$29.00 for 2003 paper, $49.00|George Washington University |
|Interventions: Strategies |that have been empirically demonstrated to improve the classroom|for '99 hardcover | |
|for Enhancing Academic |learning environment, bolster academic achievement, and enhance | | |
|Achievement and Social |student behavior and social competence. Each intervention is | | |
|Competence |delineated in a brief, standardized format that describes its | | |
| |purpose, lists needed materials, and provides step-by-step | | |
| |implementation procedures. Geared toward optimal utility and | | |
|Natalie Rathvon |accessibility, all of the interventions can easily be delivered | | |
| |by regular classroom teachers and make use of existing or | | |
| |readily available resources. The book includes guidelines for | | |
| |designing, implementing, and evaluating school-based | | |
| |interventions, as well as case examples illustrating how several| | |
| |interventions can be combined to create a comprehensive program | | |
| |for individual students or entire classes. | | |
|Effective Teaching |This popular book investigates the teaching, instruction and |$49.93 from Prentice-Hall | |
|Strategies that |curricula required to meet the needs of diverse learners who by | | |
|accommodate Diverse |virtue of their experiential, cultural, and socioeconomic | | |
|Learners |backgrounds, challenge traditional curriculum and instructional | |
| |programs. It provides a summary of the characteristics of | |.com/palatinelist.html |
| |students with diverse learning and curricular needs as well as | | |
|Kame’eniu, Carnin, Dixon, |an essential examination of current issues in education. It also| | |
|Simmons & Coyne |introduces six key principles to direct teachers through the | | |
| |design of instruction and curriculum to ensure that diverse | | |
| |learners succeed in the classroom. Characteristics of Students | | |
| |with Diverse Learning and Curricular Needs; Effective Strategies| | |
|sim/index.h|for Teaching Beginning Reading; Effective Strategies for | | |
|tml |Teaching Writing; Effective Strategies for Teaching Mathematics;| | |
| |Effective Strategies for Teaching Science; Effective Strategies | | |
| Teaching Social Studies; Modulating Instruction for | | |
|palatineli|English-language Learners; Contextual Issues and Their Influence| | |
|st.html |on Curricular Change. For teachers of diverse learners. | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
|Interventions for Academic|This volume contains information needed for the practice of |$99.00 (NASP member) |Reference Website: |
|and Behavior Problems II: |school psychology. It discusses training and knowledge for | | |
|Preventive and Remedial |school psychologists on how to apply the intervention skills | |
|Approaches |needed to solve problems. The interventions point to the fact | |mdocs/interventions/behavior/edtchng.|
| |that school psychology is changing its focus to one of problem | |shtml |
| |solving in schools. This collection serves as a resource for | | |
|Shinn, Hill, Walker, and |trainers of school psychologists and for those practicing in the| | |
|Stoner |field. Chapters 1 through 10 deals with goals for effective | | |
| |schools, prevention of violence, school safety, and strategies | | |
| |for remediation of basic skill deficits, including reading. | | |
| |Chapters 11 through 20 include selecting and evaluating | | |
| |classroom interventions; strategies to improve safety; teaching | | |
| |social skills to high-risk students; early childhood education; | | |
| |and building a beginning reading program. Chapters 21 through 30| | |
| |cover curriculum issues such as mathematics achievement; | | |
| |intervention for struggling writers; peer tutoring; remedial | | |
| |interventions for students with reading problems; and | | |
| |curriculum-based collaborations in schools. | | |
|Best Practice: New |Summarizes the emerging standards of state of the art teaching, |29.00 on Amazon (3rd Edition)|Leadership for Quality Education |
|Standards for Teaching and|offering practical descriptions of instructional excellence | | |
|Learning in America’s |across the curriculum. Includes updated descriptions of | |National-Louis University |
|Schools |progressive teaching in six subject areas: reading, writing, | | |
| |mathematics, science, social studies and the arts. | | |
| |“Recognizing that the themes of American education have changed | | |
|Zemelman, Daniels, & Hyde,|dramatically, [Zemelman, Daniels & Hyde] reconvened, and their | | |
|1988. |new edition provides fresh, inspiring examples of state of the | | |
| |art teaching methods in action” – | | |
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