Intervention by Design

  • Early Start
  • Right Start/Buen Comienzo
  • Transitioning
  • Quick Reads
  • Pasaporte



    • Intervention by Design is an intensive intervention program for students who are reading well below grade level

    Program Scope and Sequence

    • Instruction in both Intervention by Design and Literacy by Design is based on the same comprehension strategies and graphic organizers
    • ¬†Instruction in both programs is based on the same scope and sequence
    • Same graphic organizers are used to scaffold comprehension strategy use
    • Vocabulary instruction in both programs includes the same steps and the use of Vocabulary Journals

    Built on research that supports the five pillars of reading

    Intervention by Design develops reading skills with specific attention to the five pillars that research by the National Reading Panel (2000) has deemed essential: phonemic awareness, phonics, vocabulary, comprehension, and fluency.

    Students who read below the 30th percentile typically lack basic decoding skills and rely on weak decoding and comprehension strategies (Moats, 2001; Petersen, Caverly, Nicholson, Neal & Cusenbary, 2000). In response to this issue, Intervention by Design was developed to offer systematic and explicit instruction with a focus on word-level skills and comprehension strategies.

    Research on fluency development shows the most powerful technique to improve fluency is to provide students with explicit models of fluent reading and extensive practice with those models (Dohower, 1991). In addition, fluency instruction must include ongoing support and feedback (Chard, Vaughn, & Taylor, 2002;Petersen, et al., 2000). Research synthesis has also demonstrated that fluency and instruction in rich academic vocabulary are critical for the development of reading comprehension (Armbruster, Lehr, & Osborne, 2001).

    In addition, direct, explicit instruction in multiple comprehension strategies has proven to be the most effective instructional practice to increase reading comprehension ability (Kamil, 2003; Pressley, 2000).