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

Countdown and Blast Foundations are two programs designed for emerging readers. These programs have a focus on phonics and phonemic awareness with hands-on multi-sensory and manipulative based instruction. The scope and sequence covers explicit instruction in the foundational skills needed to help students who struggle with basic skills in reading on the K and 1st Grade level.

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.

Exploring Reading is a program meant for students with strong decoding and foundational skills who still struggle with comprehension. This program explicitly teaches students how to integrate essential reading strategies to successfully comprehend complex fiction and nonfiction text across a range of text types and lengths.

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.

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.

Middle School

HD Word is a supplemental program meant to teach foundational reading skills to students who have mastered basic phonics skills, but struggle with more advanced phonics features. This program is meant to be used in conjunction with another intervention.

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.

Phonics Boost is an intervention program for students who have significant and severe decoding weaknesses. The primary focus of the lessons is phonemic awareness, phonics concepts, and essential word-attack skills. Each Phonics Boost lesson has four parts: Oral Reading, with students periodically charting their own accuracy and fluency rate; Phonemic Awareness skill building activities; Phonics Concepts, taught with engaging manipulatives; and Student Practice with students reading words and sentences out loud, with the teacher providing immediate supportive feedback.

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.

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.

High School

Achieve 3000 is a computer-adaptive intervention program that offers differentiated instruction for nonfiction reading and writing that are precisely tailored to each student’s Lexile reading level. The primary focus of this program is comprehension skills, and students have access to a number of built-in scaffolds to support their work with texts on their individual reading level as well as the grade-level standard. The program incorporates a blended learning model to address students’ specific and individual needs in reading and writing.  

HD Word is a supplemental program meant to teach foundational reading skills to students who have mastered basic phonics skills, but struggle with more advanced phonics features. This program is meant to be used in conjunction with another intervention.

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.

Phonics Boost is an intervention program for students who have significant and severe decoding weaknesses. The primary focus of the lessons is phonemic awareness, phonics concepts, and essential word-attack skills. Each Phonics Boost lesson has four parts: Oral Reading, with students periodically charting their own accuracy and fluency rate; Phonemic Awareness skill building activities; Phonics Concepts, taught with engaging manipulatives; and Student Practice with students reading words and sentences out loud, with the teacher providing immediate supportive feedback.

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.