Add-A-Word Spelling Program Pratt-Struthers, Struthers, & Williams, 1983

Student receives 10 words chosen from frequently misspelled list (typically comes from student’s own writing). Each day, student copies each word. Student covers word by folding paper. Student writes word again. Student compares second spelling to first correct spelling. If word is correct, student moves on to next word and repeats procedure. If word is incorrect, student repeats process with same word until correct. When student finishes with 10 words, student takes a spelling test on those 10 words. When a word is spelled correctly two days in a row, it is dropped from the list and a new word takes its place. Words are retested 5 days after removal from list, and then once monthly thereafter. If dropped words are ever misspelled, they are put back on the list.

Cover-Copy-Compare Can be used for basic math skills, spelling, vocabulary, geography, and science

The student looks at an academic stimulus (e.g. mathematics problem and answer). Covers the stimulus (e.g. put index card over mathematics problem and answer). Makes an academic response a. Either re-writes problem and answer or b.Solves the problem written on the right side of the page (same problem without the answer). Uncovers original stimulus (e.g. removes index card) Evaluates the written response with initial problem. If correct, student moves onto next item If response is incorrect, student performs an over correction procedure (e.g. write problem and answer 3 times) before moving on until the sheet is complete. * Some studies included a timed component (1 to 3 minutes) or a reward component (high rate of accuracy).

Drill Sandwich - Sight Words within text Coulter & Coulter, 1989

Identify known and unknown words from a particular story or text. Construct a drill sandwich by choosing 7 known words and 3 unknown words as they first appear in the story or text. Sandwich in unknown (U) words with known (K) words using the following pattern: K-K-K-U-K-K-U-K-K-U If fewer than 7 knowns, maintain the 70% known, 30% unknown ratio. Using flashcards, have the student practice identifying all ten words until each new word is known by sight. Tell the student the word is it is not read quickly (within 3 seconds). Have the student use each new word in a sentence to develop correct language usage. As words become known (correct 3 days in a row), replace that word with a new unknown word maintaining the 70% known, 30% unknown ratio.

Drill Sandwich Letter Identification Coulter & Coulter, 1989

Identify known and unknown letters, i.e. uppercase and/or lowercase. Construct a drill sandwich with flashcards using 7 known letters and 3 unknown letters, making sure only lowercase or uppercase letters are used. Do not mix uppercase and lowercase letters. Sandwich in unknown (U) words with known (K) words using the following pattern: K-K-K-U-K-K-U-K-K-U. If there are fewer than 7 knowns, maintain the 70% known, 30% unknown ratio. Using flashcards, have the student name each letter. If the student does not know letter, tell the student the letter. Letters are considered known after the student correctly identifies the letter (within 3 seconds) for 3 days in a row. As a letter become known, replace it with a new unknown letter - maintaining the 70% known, 30% unknown ratio.

Repeated Reading and Corrective Feedback: Reading Fluency IC Team Manual (2002), page F-6 Samuels, 1979

Have the student select a story of interest and is able to read independently (95% accuracy or better) Select a short section ( words, depending on student’s reading skill) for practice. Have the student read the passage aloud. Record the number of words read correctly in 1 minute. Have the student graph the number of words read correctly in 1 minute. Provide corrective feedback. If the student misreads a word or hesitates for longer than 3 seconds, read the word aloud and have student repeat. When the student finishes, have the student read the passage again. Graph the fluency. The passage should be read 3 times and the student should graph the fluency after each reading.

Pocket Words: Sight words, vocab, math facts, etc. IC Teams Manual (2002), page W-2 Gickling

Cut an index card into 4 equal pieces Write one academic stimulus on each card (e.g., new sight words, new math facts) To honor the limits of Working Memory, four new words (math facts) are written on these small cards The student reviews the words (math facts) and puts them in pocket The teacher (or other adult) periodically asks the student to review the words (math facts) The practice should be quick and in a variety of locations (e.g., during seatwork, in the hall, during art class) The number of repetitions needed for mastery will vary by student - the average student will need approximately 35 reps to master the word (math fact)

Impress Reading: Fluency IC Teams Manual (2002), page F4

The teacher and students read together with the teacher reading slightly ahead of the students Students follow along using fingers to keep their place Students are encouraged to read for thoughts and not word-by-word This procedure does not rely on sounding out unknown words, instead it capitalizes on the teacher’s example of more fluent reading

Forming Questions: Comprehension IC Team Manual (2002), page C-3 Smith (1978)

Activate prior knowledge by asking students to recall questions they ask in everyday conversation (e.g., “where are you going?”) Discuss the “starter words” used to form questions (e.g., who, why, when, how, where) Discuss how these words guide people’s conversations and also how they can help guide “conversations” between the author and reader Read one sentence from the passage. Ask the student to make a “who,” “what,” “when,” “why” question from what you read. Provide a model/think aloud if student is unable to form the question. Once the question is formed, ask the student to answer the question. Continue through story.