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English Language Arts

Leveled Literacy Intervention (LLI): A Supplemental Reading Program for Kindergarten to Grade 3 Students

Leveled Literacy Intervention (LLI) is a small-group, supplemental literacy intervention that targets beginning readers in kindergarten through grade 2. The program is designed to provide additional literacy instruction to students who are reading below grade level. LLI includes 30-minute daily small-group sessions, with students receiving an average of 62 sessions over 18 weeks in grades 1 and 2, and 45 sessions over 12 weeks in kindergarten.

View Leveled Literacy Intervention (LLI): A Supplemental Reading Program for Kindergarten to Grade 3 Students
Kindergarten First Grade Second Grade
Published: 2017
English Language Arts

Early Intervention in Reading (EIR): Preventing Reading Failure Among Low-Achieving First Grade Students

Early Intervention in Reading (EIR) is a program that targets reading achievement in early elementary school students, specifically those at risk for reading failure. The program includes repeated reading of familiar stories, coached reading of a new story, phonemic awareness training, systematic phonics instruction, guided sentence writing, vocabulary, and comprehension instruction. The program also has a teacher training component that includes nine months of internet sessions and telephone support.

View Early Intervention in Reading (EIR): Preventing Reading Failure Among Low-Achieving First Grade Students
First Grade
Published: 2008
English Language Arts

Scholastic READ 180: Improving Student Performance in Reading and Language Arts

Scholastic READ 180 is a reading intervention program intended to improve student performance in reading and language arts, specifically targeting students who are at risk of falling behind their peers. The program is designed for students in grades 4-8 and is typically implemented in a school setting. The program's content and implementation details are not explicitly stated in the document, but it is mentioned that the program is one of several reading interventions used by Community School District 23 to improve student performance.

View Scholastic READ 180: Improving Student Performance in Reading and Language Arts
Fourth Grade Fifth Grade Sixth Grade Seventh Grade Eighth Grade
Published: 2005
English Language Arts

Self-Regulated Strategy Development (SRSD) and Social Cognitive Model (SCM) interventions

Two types of self-regulatory instruction programs, the Self-Regulated Strategy Development (SRSD) model and the Social Cognitive Model (SCM), were used to address writing difficulties in students with learning disabilities (LD). The SRSD model involves six stages: developing and activating background knowledge, discussing strategy goals and significance, modeling the strategy, memorizing the strategy, collaboratively practicing the strategy, and independently performing the strategy. The SCM model involves four sequential levels: observation, emulation, self-control, and self-regulation. Both programs aim to improve writing skills by teaching cognitive and self-regulatory strategies.

View Self-Regulated Strategy Development (SRSD) and Social Cognitive Model (SCM) interventions
Fifth Grade Sixth Grade
Published: 2006
English Language Arts

Achieve3000: An Early Literacy Program to Differentiate Non-Fiction Reading Passages Based on Individual Students' Lexile Scores

Achieve3000 is an early literacy program that differentiates non-fiction reading passages based on individual students' Lexile scores. The program is intended to target elementary school students' literacy skills. Achieve3000 includes six separate computer-based applications that administer an assessment to establish a baseline Lexile level and then provide non-fiction adaptive reading passages aligned to each student's Lexile level. The program's theory of action is that students will become college and career ready if they are able to read non-fiction texts at Lexile levels that exceed 1,350. To develop and implement Achieve3000, students are required to use the program for at least 30 minutes, twice weekly, and follow a five-step procedure that includes taking a poll, reading a non-fiction article, completing multiple-choice questions, voting in a post-reading poll, and answering a 'Thought Question.'

View Achieve3000: An Early Literacy Program to Differentiate Non-Fiction Reading Passages Based on Individual Students' Lexile Scores
Second Grade Third Grade Fourth Grade Fifth Grade
Published: 2016
Science & STEM English Language Arts

Project QuEST: Improving Science Knowledge and Language Skills for English Language Learners and Native Speakers

Project QuEST is a program that targets the science and language learning of middle grade English Language Learners (ELLs) and native English speakers. The program consists of two components: instructional materials and professional development. The instructional materials include a teacher guide, student guide, and supplies for hands-on science activities, which are designed to ensure that both ELLs and native English speakers acquire high levels of science knowledge and concurrently develop language and literacy skills.

View Project QuEST: Improving Science Knowledge and Language Skills for English Language Learners and Native Speakers
Sixth Grade
Published: 2010
English Language Arts

Enhanced Proactive Reading: Supplemental Reading Program for Low-Performing English Language Learners

Enhanced Proactive Reading is a supplemental reading program that targets English language learners in grade 1 to improve their reading achievement and English language development. The program is implemented over 120 lessons, in 50-minute sessions, to groups of three to five students with homogeneous reading achievement. The program is delivered by bilingual teachers in a pull-out setting, and teachers receive 12 hours of professional development prior to implementation and six hours of professional development after the intervention has been implemented for six weeks.

View Enhanced Proactive Reading: Supplemental Reading Program for Low-Performing English Language Learners
First Grade
Published: 2006