According to the latest NAEP assessment data, declined across the country. Consequently, school leaders and educators have considered how to respond to this updated data. Many school districts have implemented or plan to implement a reading intervention program that yields rapid results.聽However, not every reading intervention program is made equal, and there are a lot of factors to consider before you make the investment. In this article, the DE team shares recommendations from experts on selecting and effectively implementing a reading intervention program for your district鈥檚 needs.
Four Factors for an Effective Reading Intervention Program
1. Evidence of Effectiveness聽
It should come as no surprise that evidence of effectiveness is considered to be the biggest influence on decision-making for the majority of educators. When the聽 was passed in 2015, educators increased their focus on programs with evidence of impact to ensure better student outcomes. When selecting any new curriculum resource, it is necessary to evaluate its effectiveness to determine if the proven impacts match district goals and needs.
鈥淓ffectiveness is huge, and most programs have some measures of data,鈥� says Larry Shifflett, Assistant Superintendent of Innovation and Learning for Rockingham County Public Schools. 鈥淲e rely on our teachers and their expertise to say, 鈥榟ere [are] the gains we鈥檙e seeing with the kids, and here鈥檚 the ease of the program and how it works鈥欌�o teacher buy-in is tremendous. They鈥檒l know if it鈥檚 a good program or not.鈥�
For reading intervention programs, there are a variety of skills that these programs may cover, and not every student needs remediation on every reading skill. Evaluating a program’s effectiveness on the specific components of reading students in your district need remediation on ensures that the program will match your goals and help your students succeed.
2. Teacher Buy-In
Of course, teacher judgment follows close behind, as a reading intervention can be implemented in a broad range of contexts, including across the whole school, in a subject-area classroom, or through a supplemental program. Teachers will be the ones directing and overseeing student use of the program, so having their buy-in is critical.聽
Although a wealth of聽success stories from other schools and districts can point you in the right direction, you should also consider piloting the program in your particular school or district to understand if it鈥檚 right for you. Every state, district, and school has their own set of challenges, but they also have their own set of educators working hard to improve student achievement. Gaining educator support of a new initiative or curriculum ensures these resources will actually be used with fidelity, and a strong implementation will prepare educators to try new things.
After all, as Shifflett says, 鈥淭he programs are no better than the people who run them鈥�. We鈥檙e professionals, we鈥檙e the educators鈥攁nd the programs are tools and resources we use to move [students] along.鈥� Shifflett also advises, when you evaluate reading intervention programs, you should consider their flexibility and ensure that you鈥檙e taking into account teachers鈥� opinions of each program. How well can your teachers work with and around the program to maximize its effectiveness? How can you ensure this program doesn’t add to teachers’ plates, but instead alleviates some of the pressures of improving student reading abilities?
3. Flexibility with Hybrid and Remote Learning
The 2023 NAEP data indicated that higher-performing students were more likely to read for fun. To help inspire students to create positive reading habits, reading intervention programs should offer out-of-classroom access to resources. Allowing students to practice reading skills at home or at school also mitigates challenges that can come with student absenteeism or even changing school schedules due to events and assessments.聽
As a teacher working directly with students in the classroom, Beth Carabetta, Reading Coach, Maloney High School in Meriden, CT, sets her students up for success by remaining flexible in her instructional approach, allowing students to select the texts of most interest to them, and encouraging students to continue their reading practice outside of the classroom. 鈥淎nother thing that鈥檚 important to student success is being able to offer anytime-anywhere learning,鈥� she continues. 鈥淭o really make gains in reading, being able to utilize a program not only within the walls of the classroom but outside of the classroom as well.鈥澛�
4. Student Choice and Control
A found that when students experienced a shift from assigned, required reading to independently chosen reading materials, student engagement saw a significant increase. Students who are struggling readers may not find reading exciting or fun but encouraging them to pursue their interests and read about topics that interest them can help create more positive connections with reading. Reading intervention programs that allow for student agency and choice can take some of the “work” out of the experience.
鈥淪tudents鈥攅specially at the high school level鈥攍ike to have a choice in the materials they鈥檙e reading and have some control over what they鈥檙e reading, provided that it鈥檚 at their level,鈥� says Carabetta. 鈥淲ith the Reading Plus program, that鈥檚 definitely something that students have the ability to do.鈥� That flexibility and control over what, when, and where students can engage with texts is one of the key characteristics to look for in your reading intervention.
鈥淲e were looking for [a reading intervention program] to give students confidence and make them feel empowered,鈥� agrees Susan Perrone, Supervisor of Curriculum & Accountability, Meriden Public Schools, who supports Carabetta at the district level. 鈥淲e wanted to make sure that, as secondary students, they weren鈥檛 looking at things that were elementary. We wanted a program that had choice鈥hat motivated them to change鈥hat made them want to learn. Reading Plus really seemed to hit that mark.鈥澛�Choosing an easy-to-use, flexible, and evidence-based intervention program聽will help you maximize your return on investment.
3 Key Ingredients of a Successful Implementation
Once you鈥檝e chosen a reading intervention that suits your needs, how do you implement it to ensure its success? There are 3 ingredients to keep in mind as you write out a recipe for successful implementation.
Strong Leadership
Effective聽school leaders who encourage a culture of literacy聽to keep both teachers and students engaged in reading instruction may have the biggest influence on the success of your reading intervention. When leaders are committed to the program, willing to invest their time and energy into making sure it鈥檚 successful, and communicative about its importance, reading intervention programs are more likely to provide the reading growth that your students need.聽
Healthy Culture
A culture of safe, healthy, confident learning gives students the intrinsic motivation they need to drastically improve their reading scores.聽Motivation鈥攁long with comprehension and silent reading efficiency鈥攊s one of the most important components of developing reading skills in students.
Dedicated Teachers
While the decline in reading scores is alarming and there is an urgency to respond, educators must be strategic when determining actions to help students gain necessary skills for proficiency. Now is the time to provide students with what they need to help them find success this year and, in the future, so that they can be on the path to graduate on time, pursue post-secondary opportunities and compete in a global economy. With this new assessment data in mind, it is important to consider what new information the data presents about student performance, instruction, and areas for growth. Reading intervention programs like Reading Park and Reading Plus can help educators tailor instruction to fit their students鈥� needs, and when implemented mindfully, can help make a great impact on student literacy skills.
