Explore · I4I

Reading Intervention for Adolescents (RIA)

2018

Reading Intervention for Adolescents (RIA) is a 2-year extensive reading intervention designed for current and former English learners in grades 9-10 who are identified as struggling readers based on state accountability assessment performance. The intervention is delivered face-to-face in groups of 10-15 students for approximately 50 minutes daily (3.75-4.25 hours weekly) in place of an elective course. RIA consists of two phases: Phase I (first semester of year 1) emphasizes word study, fluency, vocabulary, and comprehension at sentence and paragraph levels using REWARDS Secondary and introduces Collaborative Strategic Reading (CSR) procedures; Phase II (second semester of year 1 through year 2) focuses on vocabulary and comprehension within content area texts through 14 instructional units in science and social studies, applying CSR strategies, explicit vocabulary instruction with graphic organizers, and includes 10 minutes of free-choice reading daily. The intervention is enhanced for English learners with explicit academic vocabulary instruction, visual supports, collaborative group work, structured oral language activities, and word-learning strategies including cognate identification. Teachers require 40 hours of pre-intervention training plus 8-16 additional hours for Phase II preparation, with ongoing coaching support throughout implementation.

9th Grade 10th Grade

Two-component Working Memory Training with Reduced Recall Accuracy Threshold

2017

This study evaluated a novel two-component working memory training (WMT) program designed to target both primary memory (PM) and secondary memory (SM) components of working memory in adolescents aged 10-13 years. The intervention used a modified version of Cogmed Working Memory Training with a reduced recall accuracy threshold (RAT) on critical exercises, allowing participants to make errors while reaching longer span lengths. Participants trained at home via the internet for 30-45 minutes, 5 days per week for 5 weeks (25 training days total). The training included 12 verbal and spatial simple span tasks, with 8 common exercises rotating throughout training and 4 critical exercises presented daily. The two-component condition differed from control conditions solely in the RAT: it required 100% accuracy at spans of 2-3 items, but allowed one error at spans of 4-6 items, two errors at spans of 7-9 items, and so on. Graduate students trained as Cogmed coaches, who were blind to participant condition, called participants weekly to monitor compliance. No pre-implementation training for participants beyond initial instructions was mentioned.

6th Grade 7th Grade 8th Grade

Transition Lessons

2015

Transition Lessons is a supplemental reading intervention designed for first-grade Spanish-speaking English Learners at risk of reading difficulties who are receiving bilingual reading instruction. The intervention consists of 12 units with five lessons each, delivered in small groups of students for 30 minutes per day, 5 days per week for 12 weeks (60 days total). Each lesson includes two sections: (1) decoding skills (phonemic awareness, letter sound knowledge, word and sentence reading) and (2) English language proficiency development (academic language, content vocabulary, and comprehension strategies centered on read-aloud stories). The lessons use explicit instruction, scaffolding, multiple response opportunities, and ongoing corrective feedback. A key feature is making explicit which language features transfer from Spanish to English and which do not. Teachers and instructional assistants received one day (7 hours) of training before implementation.

1st Grade

Find the Fit

2018

Find the Fit is an enhanced college advising program designed for high school students in Upward Bound projects, particularly targeting low-income and first-generation college-going students. The program aims to reduce college undermatch by helping students find colleges that align with their academic qualifications. Find the Fit consists of three components delivered during students' senior year: (1) personalized student folders containing college planning materials, activities, and handouts customized based on students' academic preparation and geographic location; (2) semi-customized text or email messages sent approximately twice monthly with reminders about application deadlines, financial aid, and college search activities; and (3) three live training webinars for Upward Bound advisors with an accompanying handbook. The program addresses three key challenges: logistics of applying to college, financial hurdles and misperceptions about costs, and limited expectations about college options. Implementation is flexible, allowing Upward Bound projects to integrate materials into existing advising activities as appropriate for their students' needs.

12th Grade

Computer and Team Assisted Mathematical Acceleration (CATAMA) Lab

2008

The Computer and Team Assisted Mathematical Acceleration (CATAMA) Lab is an elective course designed for middle grade students (grades 5-8) and 9th graders who are underperforming in mathematics. Students attend the Lab for one trimester or semester (13-18 weeks) in place of a regular elective while continuing their regular math class. The Lab serves 15-20 students per class and uses three main instructional components: whole class instruction (15 minutes), individualized and peer-assisted computer instruction (20-30 minutes), and individual/small group tutoring. Students work in pairs and teams using math software (primarily Larson's Pre-Algebra) to fill gaps in math skills and preview upcoming material. The Lab teacher receives an initial day of professional development and weekly in-class support from an experienced Lab facilitator who provides coaching on software use, identifying student needs, and implementing multiple instructional methods.

5th Grade 6th Grade 7th Grade 8th Grade 9th Grade

GraphoGame Spanish

2017

GraphoGame Spanish is a computer-adaptive decoding game designed to improve Spanish reading skills, specifically decoding and oral reading fluency, for first-grade bilingual students attending one-way dual language programs. Students play the game for 10 minutes per day, either in a computer lab or classroom setting, where they listen to spoken sounds and click on corresponding letters or letter sets using a mouse. The game adapts to student performance, providing immediate feedback and presenting learning material at a level where students can achieve approximately 80% accuracy. Teachers received a two-hour training on program setup and implementation, and the game requires computers with headphones and internet access for students to log in and play independently or in small groups during language arts instruction.

1st Grade

Middle-Grades Leadership Development (MLD) Project

2018

The Middle-Grades Leadership Development (MLD) Project is a comprehensive school improvement initiative designed to develop principal leaders and leadership teams who create high-performing middle-grades schools. The project targets middle schools (grades 6-8) serving high-need student populations with suppressed achievement test scores. The intervention uses an extensive set of supports including: creating a vision using the Schools to Watch (STW) criteria; engaging in an assessment and planning process for improvement; STW leadership coach; principal mentor; STW mentor schools; leadership team development; networking opportunities; and focused professional development. Implementation occurs over three years with intensive coaching support, professional development sessions, and school visits. The project requires establishment of a leadership team (minimum 6 members including principal, district administrator, and teacher leaders) that meets regularly to examine data, develop action plans, and drive school improvement efforts. Teachers and principals participate in professional development focused on leadership, collaboration, and STW criteria implementation.

6th Grade 7th Grade 8th Grade

Quality Talk

2017

Quality Talk is a small-group discussion intervention designed to promote high-level comprehension of text for fourth- and fifth-grade students. The intervention uses small groups of 4-6 students who engage in text-based discussions about their regular language arts curriculum readings. Students receive explicit mini-lessons on questioning (6 lessons) and argumentation (4 lessons) to learn how to ask authentic questions and construct reasoned arguments. Teachers participate in initial two-day professional development and receive ongoing coaching through five discourse coaching sessions. The intervention is implemented weekly over a full school year (approximately 19 discussions after baseline), with each discussion lasting 15-20 minutes. Students use Quality Talk literacy journals before and after discussions to prepare questions and respond to prompts. The intervention emphasizes shared control between teachers and students, with teachers gradually releasing responsibility and interpretive authority to students over time. Discussion ground rules establish norms for productive discourse, and each session ends with a debrief where students set content and process goals.

4th Grade 5th Grade

ATLAS (Accomplished Teaching, Learning, and Schools)

2018

ATLAS is an online case library containing examples of 'accomplished teaching' practice delivered by National Board Certified Teachers. The intervention targets preservice and early career teachers of mathematics and science in Grades 3-6. In institutions of higher education, undergraduate students (preservice teachers) use ATLAS with their teacher preparation course instructors through a facilitated four-part cycle (Motivate, Construct, Apply, Follow Up). In local education agencies, first- and second-year teachers (early career teachers) use ATLAS as part of their job-embedded induction experience with mentor teaching staff. Each ATLAS case consists of classroom video recordings and written teacher commentary explaining lesson rationale, instructional choices, and student interactions. Cases are searchable by content, topic, grade level, and alignment to academic standards or teaching frameworks. The intervention requires guided facilitation aligned to edTPA (for preservice teachers) or district evaluation rubrics (for early career teachers), with facilitators being teacher preparation faculty or district instructional coaches/mentors.

3rd Grade 4th Grade 5th Grade 6th Grade

Four Reading Interventions: Corrective Reading, Failure Free Reading, Spell Read P.A.T., and Wilson Reading

2006

This study evaluates four widely used remedial reading programs for struggling readers in grades 3 and 5: Corrective Reading, Failure Free Reading, Spell Read P.A.T., and Wilson Reading. The interventions were delivered as pull-out programs in small groups of three students, meeting five days per week for approximately 50-minute sessions from November 2003 through May 2004, totaling about 90 hours of instruction on average. Three interventions (Corrective Reading, Spell Read P.A.T., and Wilson Reading) focus primarily on word-level skills including phonemic awareness, phonemic decoding, and reading fluency through systematic and explicit instruction. Failure Free Reading focuses on building sight vocabulary, fluency, and comprehension through computer-based lessons, workbook exercises, and teacher-led instruction. Teachers were recruited from participating schools and received approximately 70 hours of professional development and support during the implementation year, including 30 hours of initial intensive training, 24 hours during a practice period, and 14 hours of supervision during the intervention phase.

3rd Grade 5th Grade