RAVE-O



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.

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.

The program proceeds as follows:

Children are taught a group of core words each week that are chosen on the basis of: a) shared phonemes with the phonological-processing program, b) sequenced orthographic patterns, c) semantic richness (e.g. each core word has at least 3 different meanings.)

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)

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)

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)

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.

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, fluency-based reading intervention program. Journal of Learning Disabilities, 33, 334-359.

3. Wolf, M., & O’Brien, B. On issues of time, fluency, and intervention. 5th BDA International Conference.

Taken from website:

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

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