Welcome to L.I.S.A.-R. (Learning Intervention Selection Assistant-Reading) Version 1.2 Copyright 2011 Gary L. Cates, Ph.D. START

L.I.S.A. This program serves only as a guide to identifying potentially effective intervention solutions and a trained professional should ultimately make the final intervention selection decision based on the collection and analysis of a variety of data. You are encouraged to choose “I’m not sure” when the option is available unless you have already conducted assessment and are simply looking for ideas. The interventions are not exhaustive. Interventions are suggested based on research evidence. Gains are not guaranteed as learning gains obtained by interventions are based on a variety factors for which this program is not designed to address. Begin Intervention Selection Process

Reading Skill Deficit Phonemic Awareness Phonics Reading Accuracy Fluency Vocabulary Comprehension I’m Not Sure Suggested Selection Home

Administer 3 timed reading passages (400 words or more) at grade level and ask student to tell you what the passages were about The Student Cannot read well enough to get through a grade level passage of 400 Words Reading Accuracy was less than 95% Reading Accuracy Was 95% or higher BUT Fluency was low Accuracy was 95% BUT key vocabulary words interfered with Fluency and/or Comprehension Accuracy was 95% And Fluency Was Acceptable BUT Comprehension seemed poor Accuracy was 95% AND Fluency was Acceptable AND Comprehension Seemed Fine Fluency Performance Can Be Compared by Grade Level Here Home Fluency Performance Can Be Compared by Grade Level Here

Child Can Identify All 26 Letters Child Cannot Identify All 26 Letters I Don’t Know Home

Administer a test/probe that assesses Letter Identification Examine Error Patterns if below 100% accuracy on any of these tasks Back

Starting Solutions for Letter Identification Deficit Teach students the letters of the alphabet first. They should be able to identify them when you prompt them to “Point to the letter…” They should also be able to answer the question “What letter is this…” while pointing to a letter. If they cannot then try: Discrete Trial Training My Breakfast Reading Program Home

Child Can Identify All 26 Letter sounds Child Cannot Identify All 26 Letters sounds I don’t know Home

Administer a test/probe that assesses Letter Sound Identification Examine Error Patterns if below 100% accuracy on any of these tasks Back

Starting Solutions for Letter Sound Deficits Teach students the sounds of all letters first. They should be able to identify them when you prompt them to “Point to the letter…” They should also be able to answer the question “What letter is this…” while pointing to a letter. If they cannot then try: Discrete Trial Training My Breakfast Reading Program Home

Child understands vowels, blending, and Rules (95% or greater) Child does not understand vowels, blending, and rules (less than 95% accurate) I don’t Know Home

Administer a test/probe that assesses digraphs, non-sense words, and/or word fluency Examine Error Patterns if below 95% accuracy on any of these tasks Back

Starting Solutions for Vowel, Blending, & Rules Teach students the sounds of each vowel first. Teach students specific vowel combination rules next. – Double Vowels: the first vowel does the talking (pronounced) the second vowel does the walking (not pronounced) – Silent E: short vowel sound changes to long vowel sound – Double Consonant Rules: Sh, Ch, ph, th, etc. Discrete Trial Training My Breakfast Reading Program Home

Begin Oral Reading Instruction- Kindergarten Level Short sentences Sight word practice of common words Encourage the use of phonics skills (i.e. sounding out) when struggling Learn about specific quality Early Reading Curricula here OREarly Reading Curricula here Visit the What Works Clearing house for scientifically based curriculum.What Works Clearing house Return Home

Early Reading Core & Supplemental Curricula (in alphabetical order) Accelerated Reader™ DaisyQuest Earobics® Failure Free Reading Fast ForWord® Ladders to Literacy Lexia Reading Little Books Home More Interventions

Early Reading Core & Supplemental Curricula (in alphabetical order) Reading Recovery® Sound Partners Start Making a Reader Today® (SMART®) Stepping Stones to Literacy Success for All® Voyager Universal Literacy System® Waterford Early Reading Program Wilson Reading Back Home

Instructional Strategies for Building Reading Accuracy If: The student makes more than 5% errors And: Reading Errors change meaning of the sentences, Conduct a Curriculum Based Assessment Then: Consider Error correction ProceduresError correction Procedures And then consider Reading Modeling and Practice ProceduresReading Modeling and Practice Procedures Home

Curriculum Based Assessment Provide passages to a child from their reading curriculum and asses whether they can read with enough fluency AND they make fewer than 5% errors.enough fluency If they cannot, then move down a reading level in the curriculum. Repeat this process until they can achieve the correct reading fluency rate and accuracy level (less than 5% errors).reading fluency rate Continue reading instruction at this level. Home

Strategies for Building Oral Reading Fluency Listening Passage Preview (Directions here)(Directions here) Repeated Reading (Directions here)(Directions here) Paired Reading (Directions here)(Directions here) Packaged Intervention Programs for Building Oral Reading Fluency are here.here. Home

Suggested Reading Fluency Programs (curriculum and supplemental) Read Naturally Corrective Reading Read 180 Reading Mastery 6 minute solutions Peer Assisted Learning Strategies (PALS) More to come soon. Home Back to Fluency Strategies

Interventions for Building Vocabulary Vocabulary Matching More to come soon. Home

Interventions for Building Comprehension Reading Apprenticeship® Reading Plus® Reciprocal Teaching SuccessMaker® Cooperative Integrated Reading and Composition© (CIRC) Cooperative Integrated Reading and Composition© (CIRC) Strategies for Improving Comprehension can be found HERE.HERE. Home

Comprehension Strategies (Directions to come soon) Click or Clunk Passage Previewing TELLS POSSE SQ3R Story Map MAZE/CLOZE Repeated Reading (for factual comprehension only – Does not impact inferential comprehension).

Minimal Concern Continue to monitor student’s progress with universal screening measures bi-monthly. Continue to provide reading material at grade level Continue to provide direct instruction in reading comprehension strategies Consider motivation or vocabulary issues as potential causes of inconsistent performance Home

Math Skill Deficit Numbers & Operations Procedural Fluency Algebra Geometry & Measurement Data Analysis, Statistics, & Probability I’m Not Sure Home Coming soon in a later version!

Writing Skill Deficit LettersSpellingPunctuationGrammar Sentence Structure Paragraph Organization & Structure Home Coming soon in a later version!