Posts Tagged "Intervention"

New Product: Pacific’s El Camino al Exito

New Product: Pacific’s El Camino al Exito

Does your district need Spanish reading intervention materials? Take a look at Learning List’s reviews of Pacific Learning’s El Camino al Exito.

Pacific Learnings’s El Camino Al Exito is a Spanish reading program for Kindergarten students.  It is intended to prepare students to enter first grade on grade level. The material includes daily lessons, assessments, extension activities, and all required instructional materials.

Read More

New Product: Fast ForWord® for K-5

New Product: Fast ForWord® for K-5

Is your district looking for a reading intervention program that students can use independently? Take a look at Learning List’s review of Scientific Learning’s Fast ForWord K-12®.

Scientific Learning’s Fast ForWord K12 is a digitally-based reading intervention program for students in grades K-12. Learning List just completed reviews of this materials for grades K-5, as a follow-up to our reviews for grade 6-12 in January, 2020. Fast ForWord K12 is comprised of two primary components, Fast ForWord and Reading Assistant Plus. The purpose of the program is to support the development of foundational literacy skills and is intended for students who are struggling readers.

Read More

Factors to Consider When Selecting Intervention Materials

Factors to Consider When Selecting Intervention Materials

When our Learning List team talks to district staff, we hear a variety of responses to the question, “How are you currently selecting resources to support Tier I intervention?” Answers range from systemic processes with district-wide solutions to teachers each selecting their own materials from multiple sources. The results of intervention are equally varied. Ensuring successful intervention requires consideration of multiple factors that can be addressed by answering the following questions:

Read More

2 Considerations: Planning for Interventions

If you’ve concluded your Beginning of Year (BOY) assessments, then you’re probably planning RtI for struggling students. When selecting instructional materials for intervention support, these two questions are critical to your students’ success:

  1. Is the material aligned to the standards students are struggling with?
  1. Does the instructional material provide sufficient practice for students to master those skills?

Imagine that your assessments show that a 2nd grade student needs help decoding multiple syllabic words (a) in context and (b) independent of context by applying common letter sound correspondences.


The table below shows a popular intervention material’s alignment to the Elements of the Standard that addresses decoding words in context.  The material is aligned to each Element of the Standard; in fact, all 3 of the citations Learning List reviewed* were aligned to each Element.

Standard 2.A.1: Decoding words in context:


In contrast, the table below shows the material’s alignment to the Elements of the Standard that addresses decoding words independent of context.  One of the citations Learning List reviewed was aligned to each Element of the Standard, but five other citations reviewed were not aligned.

Standard 2.A.2: Decoding words independent of context:


While the instructional material is aligned to both of the standards the student is struggling with, this material would provide only one opportunity for the student to learn/practice each Element of the second standard, decoding multisyllabic words independent of context.

Some level of repetition is typically required for students to understand, internalize, and master content and skills. If this is an adaptive material, this material’s single “aligned” citation may not be instructionally sufficient to help the student “master” decoding multisyllabic words independent of context.

If this were your student, you would be advised to look for a different material that contains more citations aligned to each Element of these two standards, or use the reviewer’s comments in the alignment report to adjust instruction to match the full intent of the standard.

Learning List’s alignment reports make it easy to identify materials that are aligned to the standard your students are struggling with and help you determine whether the material provides sufficient practice for your students to master those standards.

*If the publisher’s correlation lists fewer than three citations as aligned to a standard, Learning List’s subject matter experts review all of the citations listed. If the publisher’s correlation cites more than three citations as being aligned to a standard, Learning List employs a “spot check” verification methodology – at least three and up to eight citations are reviewed for alignment to the standard. If teachers want to use a citation that Learning List has not reviewed, they would be advised to check the alignment of the citation themselves. However, Learning List’s alignment report serves as a guide as to how likely it is that any additional citation would be aligned to that standard.

Read More

New Review: Really Great Reading’s Blast Foundations G1A (Grade 1 Aligned)


[Source: Really Great Reading]

Really Great Reading’s Blast Foundations G1A (Grade 1 Aligned) is a supplemental resource to support early reading development in grades K and 1 and intervention in grades 2 and 3.  Resources are available in print format with additional online components. Instruction develops the foundational skills students need in order to become proficient readers, including letter-sound relationships, phonemic and phonological awareness, high frequency word recognition, and phonics and spelling skills.

Blast Foundations supplements core reading instruction by providing structured lessons that support emerging readers in grades K and 1, early intervention in grade 1, and ongoing intervention in grades 2 and 3. Instruction develops students’ decoding skills, reading fluency, and ability to understand what they read.

Instruction is presented in 25 weekly units made up of five daily lessons designed to last 15-20 minutes. Lessons are structured by the Gradual Release of Responsibility (GRR) instructional model and incorporate recognizable routines, such as “Look, Think, Say.” Hands-on activities and the use of manipulatives, such as magnetic letter tiles and SyllaBoards (i.e., single-sided dry erase boards), are integrated throughout instruction.

About Really Great Reading*

Really Great Reading believes that every student has the right to appropriate, high-quality, foundational-skills reading instruction. Unfortunately, millions of students struggle to read because they have deficits in their basic reading skills. These gaps often lead to poor decoding skills. The research is clear; automaticity in decoding is a critical skill for fluent reading and proficient comprehension.

Really Great Reading is focused on preventing and remediating decoding weaknesses in students in all grades (and even adults). We provide educators the tools and knowledge to teach all students (not just those who learn easily) to read. We make assessment and grouping practical, efficient and accurate. Our approach to reading instruction is research-based, interactive, explicit, structured, and multisensory. In our lessons, students not only learn to read, but enjoy the intelligent learning process.

*The content in this section is provided by or adapted from Really Great Reading.

Subscribe to Learning List for access to the spec sheet, full editorial review and detailed alignment report for this material.

Read More


Click here to subscribe for weekly updates.

Connect with us


Blog Calendar

January 2022