Reading Interventions

Beyond the regular day-to-day teaching at each grade level, FCPS offers intervention programs for students who need help in specific academic areas. The goal of these programs are to provide short-term, intensive teaching to help students meet grade-level standards as quickly as possible.  Frederick County Public Schools utilize multiple assessment components of universal screening and local assessment for progress monitoring, which drive the decisions about students’ academic success who are identified as being at some level of risk for not meeting grade level expectations.

Contact

Brittney Garst
Reading Intervention Teacher Specialist

(301) 644-5222

Corrective Reading–Decoding is an intensive direct instruction-based reading intervention for students in Grades 3–12 who are reading below grade level. This program includes explicit and systematic decoding instruction.

Evidence Based Instructional Program (EBIP-LA)  is a school-developed, customized program that is designed to meet the specific needs of a student who has been identified based on the analysis of multiple measures of student performance. The plan is purposeful and includes goal-directed instruction with ongoing progress monitoring and regular student feedback. EBIPs serve students with a variety of needs, including students with dyslexia, dysgraphia, and dyscalculia. For students with dyslexia, constructed programming includes a structured literacy approach, with a combination of multi-sensory instructional strategies and a combination of resources from research-validated and/or evidence-based programs. The same considerations are given when constructing an EBIP for a student with dysgraphia, with added focus on syllable and spelling instruction, as well as measures to address any existing deficits in fine motor skills.  For more information regarding dyscalculia, please visit the math intervention page. For more information about EBIP-LA, please contact Kelly Taylor Merrbach, Coordinator of Assessment and Intervention at kelly.merrbach@fcps.org or Brittney Garst, Teacher Specialist for Reading Intervention at brittney.garst@fcps.org.

Let’s Talk About It is a small group supplementary literacy intervention designed to explicitly build and scaffold the oral language skills students need for both reading comprehension and writing composition.

Leveled Literacy Intervention (LLI) is a small group supplementary literacy intervention designed to help teachers provide daily instruction that will bridge the gap for struggling students in order to achieve grade level expectations in reading and writing.  Students engage in intensive work in comprehension, vocabulary fluency, phonics, word study, and writing about reading.

Read 180 is a comprehensive reading intervention for students in middle or high school that incorporates whole and small group instruction, adaptive software, and independent reading in a blended instructional model to accelerate reading achievement.

Reading Mastery is an intensive small group reading intervention that provides instruction designed to teach students the skills they need to be accurate and fluent readers, including phonemic awareness, sound symbol relationships, decoding, and word recognition.

Read Naturally is a small  group supplementary intervention that combines three research-proven strategies—teacher modeling, repeated reading, and progress monitoring— to improve reading proficiency.

Soar to Success is a small group supplementary reading intervention for students in grades 3-5 that incorporates the reciprocal teaching strategy to improve comprehension of a variety of fiction and nonfiction texts.

Sound Partners is an individual or small group supplementary reading intervention focused on foundational reading skills in the areas of  phonemic awareness and phonics.

Stepping Stones to Literacy is a small group supplementary reading intervention that includes instruction in early literacy skills, such as phonological awareness, letter identification, and phonemic awareness.

System 44 is a reading intervention for students in middle or high school that incorporates small group instruction, adaptive software, and independent reading in a blended instructional model to accelerate reading achievement in the area of foundational reading skills.

Systematic Instruction in Phonemic Awareness, Phonics, and Sight Word (SIPPS) offers a systematic approach to decoding to support a range of readers from students who may be learning letters and sounds at the Beginning Level to readers who are learning to decode multisyllabic words at the upper levels of the program.