Reading Intervention Programs
- Who, What, & Why?

Why is Reading Intervention Necessary?

Current research about literacy shows that few students acquire reading naturally, and that most students benefit from explicit and direct, structured instruction. *Since learning to read is not a natural, but learned skill, some students will have difficulty. With this in mind, educators should use the most effective core reading and ELA instruction with additional targeted, evidence-based intervention for struggling students.

While most young student’s reading problems can be attributed to poor foundational skills in phonological awareness, phonic decoding, and automatic word recognition, some students develop reading difficulties later, in the upper elementary grades, when text becomes more difficult and students shift from learning how to read to learning and comprehending new content from text. **Students may fall behind because they cannot decode multisyllable words, interpret the vocabulary and sentence structure of academic text, or make the required inferences. Once students fall behind, they are unlikely to progress or catch up unless intensive, appropriate intervention is provided. ***

Voyager Sopris Learning^® provides evidence-based solutions to intervene and provide essential diagnostic instruction for K–12 students who struggle with reading and literacy.

What Do We Understand about Reading Instruction and Intervention?

According to ****RtI Action Network, researchers have confirmed that:

• About 80 percent of students respond to high-quality, evidence-based reading instruction
• About 20 percent of students need more than 30 additional minutes of evidenced-based, small-group, targeted daily instruction to intervene for success
• About 5 percent of students require the most intensive intervention requiring very small groups with multiple supports