What Works Clearinghouse
This practice guide provides four evidence-based recommendations that teachers can use to deliver reading interventions to meet the needs of their students.
Search Results
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Providing Reading Interventions for Students in Grades 4–9
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Learning Together About Reading Comprehension Strategies
Doing What Works
Professional development providers and literacy coaches can use this tool to introduce teachers to the key concepts in reading comprehension instruction. Included in this tool is a brainstorming and planning worksheet designed to facilitate preparation for comprehension strategy instruction.
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Partnering With a Coach to Improve Instruction
Doing What Works
Listen to a coach and teacher discuss how they formed a partnership, the coaching conversations that were most helpful, and the ways they worked together to differentiate instruction for bilingual students.
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New Jersey Chapter 105
New Jersey Legislature
An act concerning professional development for public school employees and supplementing chapter 6 of Title 18A of the New Jersey Statutes.
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Foundational Skills Observation Tool
Achieve the Core
This tool is a complement to the Foundational Skills Guidance Documents and should be used along with instructional materials that provide explicit and systematic instruction and practice.
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Learning Together About Interactive and Dialogic Reading
Doing What Works
Set up a staff development meeting or series of training sessions to review the “Learn What Works” resources for Interactive and Dialogic Reading using these discussion questions.
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Observation Checklists: Monitoring Development
Doing What Works
Observation checklists help Syracuse preschool teachers monitor children's progress in comprehension and oral language development. The comprehension skills reflect interactive strategies they use during story reading.
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Planning Professional Development: Using Data
Doing What Works
The three activities included in this tool provide building‐level leadership teams and school administrators with a framework for reflecting on the implementation and quality of their progress monitoring measures and refining or improving monitoring practices.
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Interactive and Dialogic Reading: Observing and Reflecting on Classroom Practice
Doing What Works
This checklist can help coaching staff focus classroom observations and structure discussions during feedback conferences.
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Learning Together About Teaching Phonological Awareness
Doing What Works
Set up a staff development meeting or series of training sessions to review the “Learn What Works”� resources for phonological awareness using these discussion questions.
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Progress Monitoring Self-Assessment
Doing What Works
Use this self‐reflection activity to guide staff in thinking about how they collect and use progress monitoring data to differentiate instruction. Use the chart to identify strengths, indicate areas where professional development or coaching support is needed, and suggest actions for improvement.
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Designing Coaching and Mentoring Programs
Doing What Works
This self‐review is an aid to determining what guidance and resources are needed to set up or improve an on‐site support program for teachers.
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Phonological Awareness: Setting Goals and Planning Activities
Doing What Works
Use this planner to work with teachers on setting goals and planning phonological awareness instruction. Staff can also customize this tool for planning weekly and daily lessons and activities.
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Learning Together About Universal Screening
Doing What Works
Use this tool to plan a staff development meeting to review the universal screening recommendation and learn about the purpose of a universal screening system.
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Starting Instructional Discussions Using a Visual Diagram
Doing What Works
Here are tips for how to use a visual diagram about classroom practices as a tool for jumpstarting conversations about professional development with teachers.
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Creating Individual Professional Development Plans
Doing What Works
Here is a worksheet for coaches that can help tailor professional development activities to the individual needs of your teachers. Assess teacher progress toward program goals and objectives to plan the type of coaching and other professional development supports that are needed to improve instruction.
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Learning Together About Tiered Instruction for Struggling Readers
Doing What Works
Use this in-service planner to organize a session for teachers to learn about the role of assessment, importance of using explicit comprehension strategies, and planning interventions matched to the level of intensity needed by struggling adolescent students.
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Self-study Guide for Implementing Early Literacy Interventions
Institute of Education Sciences, Regional Education Laboratory Southeast
School and district leaders and reading specialists can use this guide to plan and implement reading interventions in K‐2.
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Reflecting on Instructional Practice
Doing What Works
This self‐reflection tool guides teachers in identifying what they do that is consistent with recommended practices when teaching phonological awareness and where improvement is needed.
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Using Data: Student Work Review and Planning Protocol
Doing What Works
This protocol can be used by reading specialists and language arts coordinators to help teachers review student progress and use data to plan instructional interventions for struggling adolescent readers.