Academy of Reading
An intervention software program created by AutoSkill International Inc. designed to improve students’ reading through rapid and permanent gains in necessary reading skills, focusing on skill mastery and automaticity. It can be used with students from kindergarten through grade 12.
Annotated Independent Reading (AIR)
A reading activity for children grades 4 through 12 based on recording the main idea of a passage read and predicting plot development.
Bridge Reading Kit
A reading program designed to teach pre-reading skills and basic reading concepts in the context of reading itself to children in kindergarten through grade 3.
An instructional technique which assists children at all levels in reading for meaning and making use of contextual clues to make meaningful and grammatically correct word substitutions.
Collaborative Strategic Reading
This approach combines reading comprehension strategy instruction and co-operative learning. With links to reciprocal teaching, it is designed to improve students’, in grades 4 through 12, reading comprehension.
Concept-Oriented Strategy Instruction (CORI)
CORI is an instructional reading program designed to increase students’ engagement in literacy. It is most effective for students in grades 3 through 5. It is intended to improve students’ intrinsic motivation and use of cognitive strategies by integrating reading instruction with inquiry science in interesting and unique ways.
Cooperative Discussion and Questioning (Coop-Dis-Q)
An instructional technique designed to improve reading comprehension.
Dialogue journals help children of all ages develop a natural awareness of the communicative purpose of reading and writing as they participate in written "conversations" with the teacher over an extended period of time.
Directed Reading and Thinking Activity (DRTA)
A reading activity that helps children at all levels develop skills in reading and thinking. It encourages risk taking via predication.
A problem solving strategy that was developed to assist adolescents in the identification of difficult words in content area materials (e.g., science and social studies).
Dragon Naturally Speaking
A software program that uses speech recognition to assist students in grade 6 or above with writing and reading. The program converts the spoken words into text after the individual speaks into a microphone in a natural, continuous manner and offers text-to-speech feedback.
Embossed Fernald Technique
An instructional technique developed to helps children in grade 2 and beyond improve spelling through the use of seeing, hearing, and feeling words simultaneously.
A program designed to teach struggling readers a set of valuable strategies to decode words.
Firm Foundations and Reading 44
Curriculum-based programs that provide early interventions to children at-risk of developing poor reading skills or reading disabilities. These programs teach fundamental language and literacy skills critical for proficient single-word reading and reading comprehension in the early and later elementary grades.
Reading program designed to teach children in grades 1 through 12, as well as adult literacy classes, a process of decoding by combining a whole word approach with intensive visual and auditory training. Once the child has gained decoding skills, he or she begins to be taught word meanings and comprehension.
Great Leaps Reading Program
The Great Leaps Reading Program is a supplemental reading program for children in grades 5 thorough 9 designed to enhance reading fluency.
Guided reading is a teaching method, for children in grades 1 through 6, designed to teach children reading strategies that they can eventually use to become independent readers.
High Interest/Low Vocabulary
These materials have been designed to make the world of the written word more readily available to poor non-readers in grades 3 through 12 and adult literacy classes. They are a series of books designed to attract the potential reader by virtue of their interesting content. At the same time they are designed to be easily readable.
This program was designed to teach children in grades kindergarten through 2 how to read, write, and spell using a systematic multisensory phonics approach.
Kerrigan’s Integrated Method
This method is used to develop the grade 7 through university student’s ability to produce well written themes. The emphases are on theme and topic sentences, paragraph formation, and the use of transitional phrases in the second and third sentences to link them to preceding paragraphs.
A text-to-speech (TTS) software program that allows text to be scanned onto the computer and then converted into speech, providing students with the tools they need to improve their reading speed and comprehension, and features that allow them to learn and study independently.
K-W-L (Know - Want - Learn )
This strategy is used to help children of all ages develop reading comprehension by helping students create a connection between their prior knowledge and what they read, hear, or view.
Language Experience Approach
This approach was designed to increase the grades 1 through 12 student’s oral language skills and to build an understanding of the need for and process involved in written language language (reading and writing).
A reading program designed to teach and improve skills in phonemic awareness, phonemic decoding, sight word knowledge, orthographic processing and spelling skills through the use of an oral-motor, visual, and auditory feedback system that allows individuals to identify, sequence, and map letters to their sounds or phonemes.
This technique was developed to improve the grade 7 through 12 student’s ability to get information from a text.
Neurological Impress Method
This technique was developed to improve reading fluency in children in grades 2 through 12 by providing an oral model of the passage at the same time that the student is attempting to read it.
Orton Gillingham Approach
This technique was developed to improve spelling in children in grades 2 through 12 through the association of seeing how words look, hearing how they sound, and feeling how words are produced.
Peer-Assisted Learning Strategies (PALS)
PALS is an instructional strategy developed to enhance literacy development and beliefs about reading in students in grades 2 through 6 (extensions available for Kindergarten, grade 1, and high school).
A peer-mediated reading intervention for students from grade 6 to high school which aims at developing reading fluency and comprehension skills in a classroom setting.
Phonological and Strategy Training (PHAST)
PHAST integrates direct instruction of phonological skills and dialogue-based metacognitive training to foster skills in reading, spelling, comprehension, and literacy skills for children in the early elementary years and children with reading disabilities.
Picture Exchange Communication System (PECS)
An augmentative and alternative communication system that uses pictures instead of words to help children and adults with autism and other communication deficits to initiate communication and acquire functional communication skills.
An after reading strategy used to improve students’ reading comprehension. QAR is a useful tool in encouraging students to actively read texts and comprehend the categories of questions based on the source of information essential for the answer.
The QuickSmart program is an intervention that aims to develop fluent (Quick) and efficient (Smart) strategy use.
A reading intervention program for children in Grade 2 and 3 designed to aid the development of fluency and automaticity in severely impaired readers.
Read, Encode, Annotate, Ponder (REAP)
REAP develops independent reading skills in children in grades 4 through 12 by encouraging the reader to put the main idea of the passage into his/her own words, both orally and in written form. It can be employed as a study technique, thereby assisting long term memory.
A basal reading program developed to foster reading using a teacher-guided approach. It is mainly developed for children in kindergarten through grade 6 and is primarily a preventative measure for children who are at-risk for or are having reading difficulties.
Reading, Thinking, Content Instruction (RTCI)
RTCI was developed by Dorsey Hammond to utilize grades 4 through 12 students’ prior knowledge to identify and set purposes for content reading. It also utilizes a problem solving approach to reading for information.
This technique was designed to improve reading comprehension in students in grades 4 through 12 through the modelling of effective strategies.
This technique was developed for students in grades 1 through 12 to improve reading fluency in terms of speed and accuracy.
ReQuest was developed by Tony Manzo (1969) to develop reading comprehension and set purposes for reading for students in grades 3 through 12. It gives praxes in posing questions and engages the students’ background knowledge as it relates to information in the text.
Semantic Webbing helps students at all levels organize information and relationships in a visual display. It assists in comprehension and concept attainment and in setting of purpose for reading through prediction.
Success For All (SFA)
SFA is an elementary school restructuring program designed to deliver intensive academic assistance to students at risk for reading failure.
Survey, Question, Read, (w)Rite, Review (SQ3R)
SQ3R is a five step methods devised by Robinson (1961) to assist students in grade 7 and up in reading a chapter or article for comprehension or study purposes.
TextHELP Read & Write Version 7
An assistive technology software designed specifically to improve individuals’ reading and writing difficulties through different text and spelling functions. It is suitable for people of all ages with language and learning difficulties.
A program to support students’ spelling development and help them gain an in-depth understanding of English orthography.
Writing to Read 2000 (WTR 2000)
WTR 2000 is a computer-based instructional system designed to introduce children in grades kindergarten through 4 to reading and writing.
A text-to-speech software tool designed for students with reading and writing difficulties which functions as a word processing and studying tool that allows students the opportunity to transform the written word into spoken language.