What is a supplemental reading intervention program?
Any student identified with a reading deficiency must be provided a supplemental reading intervention program. A supplemental reading intervention program is an intensive and research-based program of instructional strategies designed to support students in developing critical skills associated with reading. Effective programs are characterized by
skillful instruction, the use of focused strategies informed by data and tailored to specific needs of students, small-group and/or individualized instruction, and the use of ongoing formative assessment, guided practice, and immediate feedback.
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.
Are students required to receive intervention for a certain number of minutes or days per week?
No. The Nebraska Reading Improvement Act does not specify the frequency or duration (how many days per week and for how long) each student is required to receive intervention. Students can transition off of an Individual Reading Improvement Plan (IRIP) when they can perform at or above the threshold level.