Early Interventions in Reading
About the Program
SRA Early Interventions in Reading identifies at-risk children in Grades 1-3 and provides the critical content and clear instruction needed to transform a struggling reader into a skilled reader. Through daily, explicit, and systematic instruction, the program addresses the needs of children who are not making adequate progress in their core reading program. Each integrated lesson works to build student mastery of essential skills through activities aligned along five central content strands: Phonemic Awareness, Letter-Sound Correspondences, Word Recognition and Spelling, Fluency, and Comprehension Strategies.
The program uses prescribed lesson plans to help you deliver explicit instruction which will assist students in the integrated and fluent use of alphabetic knowledge and comprehension strategies. The curriculum presents small-group instruction that prevents reading failure by providing:
- Explicit instruction in phonics, with an emphasis on fluency
- A carefully constructed scope and sequence which prevents possible confusions
- Systematic cueing of appropriate strategies to help children learn to apply new skills
- Suitable levels of scaffolding to promote independence
- On-going assessment so you can evaluate progress and make decisions about instructional needs
Results from federally-funded research studies using the program materials confirm that, after participating in SRA Early Interventions in Reading for one year, over ninety-nine percent of students at risk of reading failure at the beginning of the academic year were no longer at risk of failing in reading.
- The combination of quality classroom instruction and systematic intervention positively effected reading skills of at-risk students
- Significant growth on measures of word attack, word identification, passage comprehension, and oral reading fluency were achieved.
- SRA Early Interventions in Reading closed the gap between average performers and struggling readers
- There was an overall positive impact on participating students
Early Interventions in Reading Level 1, Additional Staff Development Handbook
Early Interventions in Reading Level 1, Challenge Stories
Early Interventions in Reading Level 1, Collection of Individual Story-Time Readers (1 each of 60 titles)
Early Interventions in Reading Level 2, Additional Staff Development Guide
Early Interventions in Reading Level K, Additional Staff Development Handbook
Early Interventions in Reading Level K, Additional Stop and Go Game Set
Early Interventions in Reading Level 1, Additional Placement and Assessment Guide
Early Interventions in Reading Level 2, Additional Placement and Assessment Guide
Early Interventions in Reading Level 2, Teacher's Edition Book A
Early Interventions in Reading Level 2, Teacher's Edition Book B
Early Interventions in Reading Level K, Additional Placement and Assessment Guide
Story-Time Readers Blackline Masters
Early Interventions in Reading Level 1, Activity Book A
Early Interventions in Reading Level 1, Activity Book B
Early Interventions in Reading Level 1, Activity Book C
Early Interventions in Reading Level 1, Tricky Word Cards
Early Interventions in Reading Level 1-2, Letter Sound Cards
Early Interventions in Reading Level 2, Activity Book A
Early Interventions in Reading Level 2, Activity Book B
Early Interventions in Reading Level 2, Activity Book C
Early Interventions in Reading Level 2, Student Edition
Early Interventions in Reading Level 2, Tricky Word Cards (Pkg. of 50)
Early Interventions in Reading Level K, Activity Book
Additional Details & Resources
- The Effects of Theoretically Different Instruction and Student Characteristics on the Skills of Struggling Readers
This study investigated the effectiveness of combining enhanced classroom instruction and intense supplemental intervention for struggling readers in first grade. Further, it compared two supplemental interventions derived from distinct theoretical orientations, examining them in terms of effects on academic outcomes and whether children’s characteristics were differentially related to an instructional intervention.
- The Case for Early Intervention in Reading
This report shows that the latest research points to a critical truth: Early intervention in the primary grades can prevent reading problems for most children and significantly reduce reading disabilities. Early intervention allows students to get help before reading problems become entrenched and complicated by self-concept issues.
Other Scientific Research
- WWC Effective Literacy and English Language Instruction for English Learners in the Elementary Grades (Includes Reading Mastery and Early Interventions in Reading)
The What Works Clearinghouse study provides "strong" levels of evidence with recommendations for formative assessments, providing intensive small-group reading interventions, providing extensive and varied vocabulary instruction, and scheduling regular peer-assisted learning opportunities.
- Effectiveness of Spanish Intervention for First-Grade English Language Learners at Risk for Reading Difficulties
Original Lectura Proativa (Intervenciones temparnas de la lectura) study that shows students who participated in the intervention made significant gains over time in the critical elements of reading, including phonemic awareness, word attack, fluency, passage comprehension, and oral language skills. Instruction and intervention were conducted in Spanish, essentially creating a parallel to the sizable extant intervention literature with English monolingual students.
- Summary of Research for Early Interventions in Reading
This summary includes information on studies in Tallahassee, FL and Houston and Brownsville, TX.
- Teaching English Language Learners At Risk for Reading Disabilities to Read: Putting Research Into Practice
The interventions described may be useful to educators seeking information about Response to Intervention as a means of identifying ELLs who require services for learning disabilities.
- Teaching Struggling Readers Who Are Native Spanish Speakers: What Do We Know?
This work demonstrates that the language of instruction must be considered in designing interventions for native Spanish-speaking ELLs who are struggling readers. This precludes any approach that provides translation as a means of accessing instruction from English to Spanish, at least to teach foundational reading skills. Likewise, our studies demonstrate that native Spanish-speaking children respond positively to working with adults who scaffold instruction, taking into consideration the child’s culture.
- Use of Evidence-Based, Small-Group Reading Instruction for English Language Learners in Elementary Grades
Findings suggest that secondary-level reading interventions were highly effective for teaching early literacy skills to first- and second-grade ELL students. A large percent of the students in the sample responded to intervention, suggesting the benefits of secondary level, small-group reading instruction as a critical early intervention for ELL students at risk for reading failure.