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Teaching Reading Strategies and RtI

To understand how the Teaching Reading Strategies reading intervention program aligns with the Response to Intervention (RtI) model, a brief orientation to the educational alphabetic jargon may be helpful. Increasingly, both educational literature as well as school district and site implementation are combining RtI and PRIS (Positive Behavior Intervention Support) into a comprehensive (MTSS) Multi-Tiered System of Supports. Now RtI is generally used to reference the academic piece of the intervention puzzle.

According to the well-respected RtI Action Network, “Response to Intervention (RtI) is a multi-tier approach to the early identification and support of students with learning and behavior needs. The RtI process begins with high-quality instruction and universal screening of all children in the general education classroom. Struggling learners are provided with interventions at increasing levels of intensity to accelerate their rate of learning. These services may be provided by a variety of personnel, including general education teachers, special educators, and specialists. Progress is closely monitored to assess both the learning rate and level of performance of individual students. Educational decisions about the intensity and duration of interventions are based on individual student response to instruction. RtI is designed for use when making decisions in both general education and special education, creating a well-integrated system of instruction and intervention guided by child outcome data.” http://www.rtinetwork.org/learn/what/whatisrti

In the three-tiered RtI model, Tier 1 targets a whole class and focuses on differentiating instruction to teach the core curriculum; Tier 2 targets small groups (5−8 students) to teach to assessment-based deficits; and Tier 3 targets individuals to teach to assessment-based deficits.

The Teaching Reading Strategies program provides both Tier 2 and Tier 3 reading intervention to struggling readers in a half-year intensive program (70 minutes per day, 5 days per week) or full-year program (55 minutes per day, 5 days per week. Students receive whole class direct instruction, as well as small group and individualized instruction based upon assessment-based needs. The Teaching Reading Strategies delivery model is teacher-based, not computer-based (except for the online modeled fluency readings).

The Teaching Reading Strategies program uses 3 assessments for program placement:

  1. Phonics Assessments (vowels: 10:42 audio file and consonants: 12:07 audio file)
  2. Diagnostic Spelling Assessment (22.38 audio file)
  3. Individual Fluency Assessment (2 minute individual assessment). The placement tests provide assessment-based instructional data to inform the teacher’s selection of Tier 2 (small group of 5−8 students) and Tier 3 (individualized) instruction for each student. A built-in management system provides the instructional resources which allow the teacher to simultaneously supervise small group and individualized instruction.

Nine additional diagnostic assessments (audio files) are administered during the first two weeks of instruction: syllable awareness, syllable rhyming, phonemic isolation, phonemic isolation, phonemic blending, phonemic segmenting, outlaw words, rimes, and sight syllables. Flexible Tier 2 and Tier 3 instruction is assigned according to the assessment data. All diagnostic data is recorded on a one page recording matrix. The matrix facilitates assignment of small group workshops and individualized worksheets. The matrix also serves as the progress monitoring source.

Program Components

Whole Class Instruction (18−23 minutes per day)

  • Animal Sound-Spelling Cards
  • Sound−by−Sound Spelling Blending
  • Vowel Transformers
  • Syllable Blending and Syllable Division Worksheets

Small Group Reading Instruction (15−30 minutes per day)

Phonemic Awareness

  • Alphabetic Awareness Workshops
  • Rhyming Awareness Workshops
  • Syllable Awareness and Syllable Manipulation Workshops
  • Phonemic Isolation Workshops
  • Phonemic Blending Workshops
  • Phonemic Segmenting Workshops


  • Short Vowels
  • Silent Final e
  • Consonant Digraphs
  • Consonant Blends
  • Long Vowels and Vowel Digraphs
  • Vowel Diphthongs
  • r and l−controlled Vowels


  • 43 Animal Fluency Online Modeled Readings (each recorded at three different reading speeds)
  • Fluency Grouped Practice
  • 43 Fluency Articles and Timing Charts

Individualized Instruction (15−30 minutes per day)

  • Spelling Pattern Worksheets
  • Reading and Spelling Game Cards Games
  • Context Clues Vocabulary Strategies and Practice
  • SCRIP Comprehension Worksheets

Training Modules

Both new and veteran teachers will appreciate the extensive video training resources of the Teaching Reading Strategies program. Videos are provided for each instructional component.

Mark Pennington, MA Reading Specialist, is the author of the comprehensive reading intervention curriculum, Teaching Reading

Pennington Publishing's Teaching Reading Strategies

Teaching Reading Strategies

StrategiesGet diagnostic and formative assessments, blending and syllabication activitiesphonemic awareness, and phonics workshops, SCRIP comprehension worksheets, multi-level fluency passages recorded at three different reading speeds and accessed on YouTube, 644 game cards, posters, activities, and games.

Also get the accompanying Sam and Friends Phonics Books. These eight-page Sam and Friends Phonics Books take-home readers are decodables and include sight words, word fluency practice, and phonics instruction aligned to the instructional sequence found in Teaching Reading Strategies. Each book is illustrated by master cartoonist, David Rickert. The cartoons, characters, and plots are designed to be appreciated by both older remedial readers and younger beginning readers. The teenage characters are multi-ethnic and the stories reinforce positive values and character development. Your students (and parents) will love these fun, heart-warming, and comical stories about the adventures of Sam and his friends: Tom, Kit, and Deb. Oh, and also that crazy dog, Pug.

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