Basal |
Intervention |
Method |
Supplemental |
Comprehensive Classroom Approaches |
|
*used in Cabell County
Accelerated Reader – A research based reading program, which is purported to improve students’ critical-thinking skills by helping the student focus attention on careful reading of books. Computer based quizzes give data on students’ reading practice, literacy skills development, performance on classroom assignments, and more. AR helps match kids to appropriate books within their zone of proximal development (ZPD). http://www.renlearn.com/ar/default.htm
Balanced Literacy: teaches skills as a way to gain meaning, includes both guided instruction and independent work, allowsstudents to build knowledge in a process-oriented way, integrates print and electronic materials.
Drops in the Bucket: a research based supplementary material, which provides systematic daily practice for skills and reinforcement to promote long-term memory. http://www.frog.com/
Four-Block: framework developed by teachers (P. Cunningham, D. Hall, and C. Sigmon). The Blocks are Guided Reading, Self-Selected Reading, Writing, and Working With Words.
Guided Reading: developed by Fountas and Pinnell, based on the work of Dr. Marie M. Clay. Guided reading enables children to practice strategies with the teacher’s support, and leads to independent silent reading.
Leapfrog: provides motivating instruction in reading, language arts, math, science, and social studies using learning aids. http://www.leapfrogschoolhouse.com/
Open-Court (SRA): structured program that teaches children through a systematic and explicit scaffolding of skills that build upon each other. http://www.sra-4kids.com/
Project Read: mainstream language arts program for students who need a systematic learning experience with direct teaching of concepts and skills through multisensory techniques. Contains five curriculum strands: phonology, linguistics, reading comprehension, literature connection, and written expression. http://www.projectread.com/
Read 180: a comprehensive reading intervention program designed to meet the needs of students in elementary to high school whose reading achievement is below the proficient level. http://teacher.scholastic.com/read180/
Reading Recovery: an early intervention program designed by Dr. Marie M. Clay of New Zealand to serve children in first grade who are having difficulty learning to read and write. The goal of Reading Recovery is to produce independent readers whose reading and writing improve whenever they read and write by means of a self-extending system.
Saxon-Phonics: A phonics series in which controlled reading and spelling vocabulary is used throughout. New learning is presented in increments, and each increment is reviewed throughout the year, providing every child with the exposure needed to achieve success. Phonics is a method of teaching beginners how to read and spell by teaching them the sounds each letter or letter cluster makes and the rules governing the use of those sounds.
Success for All: a comprehensive restructuring program for elementary schools, basedon the following principles: Emphasis on prevention, early and intensive intervention, and tutoring for students with academic difficulties, incorporation of state-of-the-art curriculum and instructional methods, emphasis on the integration of phonics and meaning-focused instruction, cooperative learning, and curriculum-based assessments, writing/language arts instruction emphasizing writer’s workshops, pre-school/kindergarten instruction with story telling and language development, adaptations for Spanish and English as a second language, a family support program engaging parents, community members, and integrated services, extensive professional development throughout the elementary grade.
Waterford Early Reading: assumes children have no knowledge of reading and writing, and it takes them through all the necessary steps to help them become fluent readers using computers as a key component. http://www.waterford.org/
Whole Language: employs comprehension-centered and child-centered classrooms with varying methodologies according to the teachers
Wilson Reading System: an interactive, multisensory instructional reading program for students with reading and spelling difficulties. Wilson addresses phonemic segmentation, decoding, encoding, vocabulary development, sight word instruction, fluency, and reading comprehension-using visualization. It is based on the Orton-Gillingham principals.
