Use Supplemental Reading Programs and Materials Based Upon Evidence-Based Practices

Key Concepts

  1. Use supplemental materials with all students to support gaps in the core reading program.

    A review of school wide data may reveal that the school’s core reading program does not provide adequate instruction in one or two components essential to meeting the needs of the majority of students. If this is the case, schools should select a supplemental program to strengthen instruction and provide more practice to students on those particular skills. For example, if the core does not provide enough fluency practice in reading connected text, a supplemental program that focuses on fluency should be implemented for all students.

  2. Use supplemental materials with students whose data indicate they need extra support in an essential component.

    Analysis of student data may reveal that certain students are performing low on specific essential components of reading ability. In order to help these students catch up to their peers, they must be given targeted support in those specific essential components (such as word identification or fluency). A supplemental program should be implemented with that subset of students to provide more explicit instruction and practice opportunities, so that these students can make adequate progress to meet grade level standards.

  3. Implement supplemental programs in addition to the 90 minutes of core instruction.

    When schools use a supplemental program with a subset of students, this added instruction should take place in addition to the core instruction. It is critical that all students receive instruction from the core reading program for the entire 90 minutes in order to provide them with comprehensive instruction in all five essential components and expose them to grade level materials. Students needing additional support might receive anywhere from 15 to 45 minutes of extra instruction for a total of 105 to 135 minutes of reading instruction per day.

  4. Supplemental materials should be explicit and teacher directed.

    Research has shown that the additional instructional time afforded by the use of supplemental materials and explicit instructional delivery is beneficial for students struggling to acquire early literacy skills.  Programs characterized as explicit have the following components: clearly stated objectives for each lesson, the provision of sufficient teacher modeling of skills/strategies before students practice, sufficient opportunities for students to respond, structure adequate practice and review for mastery of the new skill/strategy, and clear guidance for teachers on exactly how and when to provide students with corrective feedback.

  5. Optimize program effectiveness.

    Schools cannot simply assume that good outcomes will follow just because a good supplemental program was chosen. To get the best results, supplemental programs must be implemented as they were designed to be implemented, delivered clearly and with modeling of new skills/strategies, and provide extra support for those students who need it. In addition, supplemental programs should be implemented by well-trained educators who receive ongoing professional development in delivering the program effectively.

Professional Development Presentation

Click to play presentation.

As discussed in the presentation on Comprehensive Core Reading Programs, it is likely that your school will need to purchase supplemental materials to support and extend the core program. You may find that your core program has a particular area of weakness or that some students need more practice in one of the essential elements of reading. This presentation will guide you in determining these needs and provides resources to help in your selection of quality supplemental reading materials.

Apply the Concepts

Practice Activities

These practice activities are designed for group or individual study.
1. Intervention vs. Supplemental Programs

Think of the intervention programs your school currently has.

  • What makes those programs intervention programs rather than supplemental programs?
  • How are intervention programs used differently than supplemental programs?
  • How are intervention programs being used at your school?
2. Items for Analysis of K-3 Intervention Programs

Download a blank copy of the Items for Analysis of K-3 Intervention Programs. Choose one intervention program your school currently uses and have a copy of the teacher’s manual with you. In a small group, evaluate that intervention program using the Items for Analysis tool. Give a rating for each item and calculate the total percentage point. Does the program meet criteria for an intervention program? Why or why not?

Resources

These resources provide a more in-depth look at the topic.
1. A Consumer’s Guide to Evaluating Supplemental and Intervention Reading Programs Grades K-3: A Critical Elements Analysis

This tool assists schools with evaluating supplemental and intervention programs that address one or more of the five essential components. Schools can use this tool to ensure they are choosing a program that focuses on researched-based skills and strategies essential for early reading success.

2. Supplemental and Intensive Programs for Effective Response

This archived presentation developed by the Oregon Reading First Center provides information and usage guidelines for a variety of different supplemental and intervention programs. Schools can use this presentation to determine if these programs match the needs of their strategic and intensive students as well as guide implementation of selected programs.

Links

These links provide access to outside resources on this topic.
Florida Center on Reading Research – Program Reviews
This link contains information for school districts to consider when making decisions about instructional programs. School districts are encouraged to conduct their own reviews to determine whether or not reading programs are aligned with current reading research. Here you will find FCRR Guidelines for reviewing Core Reading Programs, Intervention Programs, Grades 4-12 Programs, and Professional Development Programs.
Florida Center on Reading Research – Program Reviews
What Works Clearinghouse – Intervention Reports
The What Works Clearinghouse (WWC) Intervention reports assess all studies of a specific intervention within a topic area, rating each of them based on the WWC evidence standards. Topic reports compile the information from intervention reports in a topic area and enable WWC users to easily compare the ratings of effectiveness and sizes of effects for numerous interventions in one area. WWC quick reviews are designed to provide education practitioners and policymakers with timely and objective assessments of the quality of the research evidence for recently released research papers and reports.
What Works Clearinghouse – Intervention Reports
Supplemental and Intervention Program Training: Tools
This link provides a usage guide for eight supplemental and intervention materials including such programs as Phonics for Reading, Reading Naturally, Reading Mastery, and others. Each usage guide includes the programs length, time requirements, grouping recommendations, a general overview, professional development recommendations, as well as the Oregon Reading First review summary.
Supplemental and Intervention Program Training: Tools
Oregon Reading First Center: Review of Supplemental and Intervention Programs
This link provides several reports developed by the former Oregon Reading First Center a number of supplemental and intervention programs. Viewers can download the full report, which gives a summary of every program reviewed. Viewers should be cautious that the program reviewed matches the edition currently in use, as changes may have been made to previous versions of a program.
Oregon Reading First Center: Review of Supplemental and Intervention Programs