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 to 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

Maggie Hawk
Intervention Teacher Specialist

(301) 644-5202

Elementary School

Corrective Reading–Decoding is a research-proven, 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.

Individualized Intervention Plan (IIP-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. IIPs serve students with a variety of needs, including students with dyslexia, dysgraphia, and dyscalculia. For more information about IIP-LA, please contact Kelly Taylor, Coordinator of Assessment and Intervention at kelly.taylor@fcps.org, Brittney Garst, Teacher Specialist for Reading Intervention at brittney.garst@fcps.org, or Maggie Hawk, Teacher Specialist for Intervention at margaret.hawk@fcps.org.

Language Foundations IIP is a structured literacy reading intervention program.  It allows students remediation and intensive instruction in phonology, sound-symbol association, syllables, morphology, syntax, and semantics.  Its curriculum orders multi-sensory, direct instruction with specific structure consisting of sequential and cumulative curriculum. This program is appropriate for instruction in grades 2-12. For more information regarding dyscalculia, dysgraphia and dyslexia, please click here.

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 research-proven, 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.

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

Reading Milestones is a language-controlled program in which students are aided by reading materials designed to match their language levels and which progress in steps small enough to ensure continued success in reading. It is especially effective for students with hearing impairments and language delays and is also widely used with others who have special language and reading needs.

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.

Systematic Instruction in Phonemic Awareness, Phonics, and Sight Word (SIPPS) is a small group, supplementary intervention that offers a systematic approach to decoding to support a range of readers including 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.

Middle School

Corrective Reading–Decoding is a research-proven, 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.

Language Foundations IIP is a structured literacy reading intervention program.  It allows students remediation and intensive instruction in phonology, sound-symbol association, syllables, morphology, syntax, and semantics.  Its curriculum orders multi-sensory, direct instruction with specific structure consisting of sequential and cumulative curriculum. This program is appropriate for instruction in grades 2-12. For more information regarding dyscalculia, dysgraphia and dyslexia, please click here.

Read 180 is a research-proven, 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.

System 44 is a research-proven decoding 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.

Reading Milestones is a language-controlled program in which students are aided by reading materials designed to match their language levels and which progress in steps small enough to ensure continued success in reading. It is especially effective for students with hearing impairments and language delays and is also widely used with others who have special language and reading needs.

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.

High School

Corrective Reading–Decoding is a research-proven, 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.

Language Foundations IIP is a structured literacy reading intervention program.  It allows students remediation and intensive instruction in phonology, sound-symbol association, syllables, morphology, syntax, and semantics.  Its curriculum orders multi-sensory, direct instruction with specific structure consisting of sequential and cumulative curriculum. This program is appropriate for instruction in grades 2-12. For more information regarding dyscalculia, dysgraphia and dyslexia, please click here.

Read 180 is a research-proven, 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.

System 44 is a research-proven decoding 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.

Reading Milestones is a language-controlled program in which students are aided by reading materials designed to match their language levels and which progress in steps small enough to ensure continued success in reading. It is especially effective for students with hearing impairments and language delays and is also widely used with others who have special language and reading needs.

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.