Can a supplemental intervention program come from the core curriculum?

Yes. Many core programs offer programs of intervention that are designed to target specific skill deficits. Before selecting any intervention, however, educators should consider a number of factors:

  • Does the intervention have a strong evidence base for its effectiveness?
  • To what extent can the intervention be implemented with fidelity?
  • Does the intervention significantly increase the intensity of instruction?
  • Are there opportunities for small-group and/or individualized instruction?
  • Does the intervention provide the opportunity for explicit, direct instruction?
  • How often does the intervention provide opportunities for the student to practice new skills?
  • Does the duration of the intervention rely on the use of progress monitoring?


Using screening and diagnostic tools as a guide, interventions should be matched according to identified student needs. In some cases, students may need a comprehensive program that addresses all 5 areas of early literacy: phonemic awareness, phonics, fluency, vocabulary, and comprehension strategies. Some students may need less intensive support that is of shorter duration. Therefore, it is recommended schools have at their disposal interventions or programs beyond the core curriculum in order to meet the full range of student skill deficits.