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Curriculum and Instruction

Summary Table for FCRR Reports



Supplemental Intervention Reading Programs or Comprehensive Intervention Reading Programs

We would encourage schools to use the table below very carefully. It is meant only as an initial indicator of the extent to which specific areas of instruction are explicitly included in programs that have been reviewed. The best strategy is always to consider the specific needs of the students with whom the program will be used, and then pick a program that will most powerfully meet those needs. For example, if many students in your school need extra support or interventions in the area of reading fluency, then the extent to which a program provides powerful instruction in that area would be an important consideration. Programs that provide coverage across all possible areas of reading development may be an excellent choice for students who need extra, or more explicit instruction in all areas of reading development, but a comprehensive program may not provide as powerful instruction in a single important area (i.e. phonics, vocabulary, fluency, or reading comprehension) as one that is primarily focused on that area, and might be more difficult to use in providing focused instructional support in a given area. It is very important to read the FCRR Report for every program that you are considering. The reports provide specific details that we are unable to convey in the summary table.

Specific information can be found at the bottom of the table or by rolling the mouse over each category within the table.

Comprehensive Intervention Reading Programs

Comprehensive Intervention Reading Programs (CIRP) guide more intensive instruction in all five of the essential components of reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension. These programs are intended for students who are reading one or more years below grade level and who are experiencing difficulty with a broad range of reading skills. The instruction provided through these programs should accelerate growth in reading with the goal of moving students to grade level proficiency. CIRPs also provide more frequent assessments of student progress and more systematic review in order to ensure proper pacing of instruction and mastery of all instructional components.

  Type of Grade Reading Component  
Program Program Reviewed PA P F V C Notes  
Academy of Reading 2, 3, 5 3-12 ++ ++ ++ + + a, b, d
Accelerated Literacy Learning (A.L.L.) 2 1 +++ +++ +++ +++ +++ a, d, l, m
Breakthrough to Literacy 2, 3 K-3 ++ ++ + ++ ++ c, l, m, n
Corrective Reading 1, 2, 4, 5 3-12 +++ +++ +++ +++ +++ a, b, c, d
Destination Reading 2, 3 K-3 +++ +++ +++ +++ +++ a, b, c, d
Early Success 2 1-2 ++ ++ +++ +++ +++ m
Earobics 2, 3 K-3 +++ +++ +++ +++ +++ a, b, c, d
Essential Learning Systems 2, 3 2-12+ + + + + + e
Fast Track Reading 2, 5 4-8 + + +++ ++ ++ a, b, c
First Grade Peer-Assisted Literacy Strategies 2, 4 1 +++ +++ +++ + ++ a, b, c, d
FOCUS Reading and Language Program 2, 3 K-3 +++ +++ +++ +++ + a, b, c, d
Fundations 2 K-3 +++ +++ +++ +++ ++ a, b, c, d
Funnix Reading Programs 2, 3, 4 K-2 +++ +++ +++ ++ + a, b, c, d
Harcourt Trophies First Grade Intervention Kit 2 1 + + + + + a, c, d
Headsprout Early Reading 2, 3, 4 K-2 ++ +++ +++ +++ +++ a, b, c, d
Horizons 1, 2, 5 1-3+ +++ +++ +++ + +++ a, b, c, d
HOSTS 2, 3, 4, 5 K-12 ++ +++ ++ ++ ++ l, n
The Imagination Station 2, 3 K-3 +++ +++ +++ +++ +++ a, b, c, d
Kaleidoscope 2, 5 2-6 +++ +++ +++ ++ +++ a, b, c, d
Kaplan SpellRead 2, 4, 5 K-12+ +++ +++ +++ ++ +++ a, b, c, d, l
Language 1, 2, 5 3-12 +++ +++ +++ +++ +++ a, b, c, d
LeapTrack Assessment & Instruction System 2, 3, 5 K-5 ++ ++ + ++ ++ e, n
Lexia Reading 2, 3, 4, 5 K-adult +++ +++ +++ ++ ++ a, b, c, d
Lightspan Early Reading Program 2, 3 K-3 +++ + + ++ +++ d
OpenBook to Literacy 2, 3, 4 K-12+ + ++ + + + a, b
Orchard 2, 3, 5 K-9 ++ ++ ++ ++ ++ d
PLATO Early Reading Program 2, 3 K-3 +++ + + ++ +++ d
PLATO FOCUS and Reading Language Program 2, 3 K-3 +++ +++ +++ +++ + a, b, c, d
Project Read 1, 2, 5 K-12+ +++ +++ +++ +++ +++ a, b, c, d
RAVE-O 2, 5 1-5 ++ ++ +++ +++ ++ a, b, c, d, l
REACH 2, 5 4-12 +++ +++ +++ +++ +++ a, b, c, d
Read, Write & Type! Learning System 2, 3, 4 1-3 +++ +++ +++ + + a, b, c, d, g
Read 180 Enterprise Edition 2, 3, 5 4-12   +++ +++ +++ +++ a, b, c, d, n
The Reading Edge 2, 5 6-8 +++ +++ +++ +++ +++ a, b, c, d
Reading Recovery 2 1 ++ +++ +++ +++ ++ a, c, d, l, m
Reading Rescue 2, 4 1 +++ +++ +++ ++ +++ d, l, m
Saxon Phonics and Spelling 2 K-3 ++ ++ ++ ++ +++
3rd
a, b, c, d, g
Sing, Spell, Read and Write 1, 2 K-2 +++ +++ +++ +++ ++ a, b, c, d
Spalding Writing Road to Reading 2, 5 K-8 + ++ + ++ +++ a, b, c, d
S.P.I.R.E. and Sounds Sensible 2, 4, 5 K-8 +++ +++ +++ ++ ++ a, b, c, d
START-IN 2, 5 3-8 + + +++ + + m, n
Succeeding in Reading 2, 4, 5 K-12 + + + + +++ m
Success For All 1, 2 K-3 +++ +++ +++ +++ +++ a, b, c, d, o
SuccessMaker Enterprise 2, 3, 5 K-8 + + + ++ +++ a, b, d, m
Voyager Passport 2, 4 K-3 ++ ++ +++ +++ +++ a, b, c, d
Waterford Early Reading System 2, 3 K-3 +++ +++ +++ +++ +++ a, b, c, d
Wilson Reading System 2, 5 3-12 +++ +++ +++ ++ +++ a, b, c, d, l
Wright Group Literacy for Kindergarten 1, 2 K ++ ++ ++ ++ ++ a, d, n


Supplemental Intervention Reading Programs

Supplemental Intervention Reading Programs (SIRP) are intended for flexible use as part of differentiated instruction or as interventions that meet student learning needs in one or more specific areas (phonemic awareness, phonics, fluency, vocabulary, and comprehension). Most students can benefit from the additional instruction and practice provided by Supplemental Intervention Reading Programs.

  Type of Grade Reading Component  
Program Program Reviewed PA P F V C Notes  
100 Book Challenge 2 PreK-12 n/a n/a n/a n/a + d, e
Accelerated Reader 2, 3 K-12 n/a n/a n/a n/a + d, e
Barton Reading & Spelling System 2, 4 K-12+ +++ +++ +++ n/a n/a a, b, c, d, h
Building Vocabulary Skills 2, 4, 5 K-6 n/a n/a n/a +++ n/a a, b, c, d, j
Classworks 2, 3, 5 K-8 + + n/a + + m
Comprehension Plus 2 1-6 n/a + n/a + +++ a, b, c, d, k
Critical Reading Series 2 6-12 n/a n/a n/a n/a + e
Discover Intensive Phonics for Yourself 2, 3, 5 K-12+ + +++ n/a + n/a a, b, c, d, h
Edmark Reading Program* 2 Pre K-12            
Elements of Reading, Comprehension 2 K-3 n/a n/a n/a n/a ++ c, k
Elements of Reading, Fluency 2 1-3 n/a n/a +++ n/a n/a a, b, c, d, i
Elements of Reading, Phonics and
Phonemic Awareness
2 K-2 +++ +++ n/a n/a n/a a, b, c, d, g
Elements of Reading, Vocabulary 2 K-5 n/a n/a n/a +++ n/a a, b, c, d, j
Failure Free Reading 2, 3, 4, 5 1-12 n/a n/a ++ ++ + c, d
Fast Forword Language 2, 3, 5 K-12 +++ n/a n/a + + f
Fluency First! 2 K-3 n/a n/a ++ n/a n/a a, b, d, i
Fluency Formula 2, 5 1 to 6 n/a n/a ++ n/a n/a c, d, i
Great Leaps 2, 5 K-12+ n/a + +++ n/a n/a c, d, i
Jamestown Education's Five-Star Stories and Six-Way Paragraphs 2 6-12 n/a n/a n/a n/a + e
KidBiz3000 and TeenBiz3000 2, 3, 4 2-12 n/a n/a + + ++ d, e
Kindergarten Peer-Assisted Literacy Strategies (K-PALS) 2 K +++ + n/a n/a n/a a, b, c, d, g
Language First! 2, 3, 5 K-5 + n/a n/a ++ + c, j
Language for Thinking 2 1-2 n/a n/a n/a +++ n/a a, b, c, d, f
LiPS 2, 5 K-12+ +++ +++ n/a n/a n/a a, b, c, d, g
The Literacy Center 2, 3 K-2 +++ +++ n/a n/a n/a g
Making Connections 2, 5 1-6 n/a n/a + ++ +++ a, b, c, d, k
My Reading Coach 2, 3, 5 2-12+ n/a +++ + n/a + b, d
Phonetics First-Focus on Sounds 2 K-3 ++ +++ ++ n/a n/a a, b, c, d, g
Phonics First Foundations 2, 5 K-5 n/a ++ n/a n/a n/a b, c, d, h, l, m
Phonics and Friends 2 K-2 + ++ n/a n/a n/a a, b, c, d, h
Phonics for Reading 2, 4, 5 1-12+ n/a +++ n/a n/a n/a a, b, c, d, h
Phono-Graphix 2, 4, 5 K-5 +++ +++ ++ n/a n/a a, b, c, d, g
QuickReads 2, 5 K-4 n/a + ++ ++ ++ a, b, c, d
Questioning the Author 2, 5 3-12 n/a n/a n/a n/a +++ d, k
Read Naturally 2, 3, 4, 5 1-12+ n/a n/a +++ n/a n/a a, b, c, d, i
Read On! 2, 3, 5 9-adult n/a + + +++ ++ a, b, c, d
Read XL 2, 5 6-8 n/a + + ++ ++ a, b, c, d
ReadAbout 2, 3 3-6 n/a n/a n.a +++ +++ a, b, c, d, j, k
Reading Advantage 2, 5 6-12 n/a ++ ++ +++ ++ a, b, c, d
Reading Fluency 2 6-12 n/a n/a + n/a n/a e
Reading Plus 2, 3, 5 K-12 n/a n/a + + + i
REWARDS Intermediate and REWARDS Secondary 2, 4, 5 4-12 n/a +++ +++ ++ + a, b, c, d, h, i
Rewards Plus 2 4-12 n/a +++ +++ +++ ++ a, b, c, d
Road to the Code 2 K-1 +++ +++ n/a n/a n/a a, b, c, d, g
Scott Foresman Early Reading Intervention 2 K-1 +++ +++ +++ +++ n/a a, b, c, d, g
Seeing Stars 2, 5 K-12+ +++ +++ n/a n/a n/a a, b, c, d, g
SIM - Strategic Instruction Model 2, 5 4-12 n/a ++ n/a ++ +++ a, b, c, d, l
Six Minute Solution 2, 5 K-9 n/a n/a +++ n/a n/a a, b, c, d, i
Smart Tutor: Reading 2, 3 K-5 ++ ++ n/a ++ ++ a, b
Smart Way Reading and Spelling 2, 4, 5 1-5 n/a +++ n/a n/a n/a a, b, c, d, e
Soar to Success 2, 5 3-8 n/a + +++ ++ +++ a, c, k, l, m
Soliloquy Reading Assistant 2, 3, 5 2-12 n/a n/a +++ +++ +++ a, b, c, d, i, j, k
Sound Partners 2, 4 1 +++ +++ +++ n/a + a, b, c, d, h
SRA Early Interventions in Reading Level 1 2 1-2 +++ +++ +++ n/a +++ a, b, c, d, l
Text Talk 2 K-3 n/a n/a n/a +++ n/a a, b, c, f, j
Thinking Reader 2, 3 6-8 n/a n/a n/a n/a +++ e, k
Timed Readings 2 6-12 n/a n/a + n/a + e
Tune in to Reading 2, 3, 5 3-12 n/a n/a ++ n/a n/a a, b, d, i
Visualizing and Verbalizing 2, 5 K-12+ n/a n/a n/a n/a +++ a, b, c, d, k
Voyager Passport E, F, & G 2, 5 4-6 n/a + ++ ++ ++ n
Wilson Fluency / Basic 2, 5 1-12+ n/a n/a +++ n/a n/a a, b, c, i

Key

Type of Program

1 = Comprehensive Core Reading Program
2 = Supplemental Intervention Reading Program or Comprehensive Intervention Reading Program
3 = Technology-Based Program
4 = Program that may be implemented by a tutor or mentor
5 = Supplemental Intervention Reading Program or Comprehensive Intervention Reading Program for students above third grade
6 = Pre-Kindergarten Program
7 = Professional Development Program

Reading Component (PA = Phonemic Awareness, P = Phonics, F = Fluency, V = Vocabulary, C = Comprehension)

+  = few aspects of this component taught and/or practiced
++  = most aspects of this component taught and/or practiced
+++  = all aspects of this component taught and/or practiced
n/a  = Not Addressed in this program and/or not a goal of this program.

Notes

a. explicit
b. systematic
c. student materials aligned
d. ample practice opportunities provided
e. practice only
f. oral language only
g. phonemic awareness and phonics program
h. phonics program
i. fluency program
j. vocabulary program
k. comprehension program
l. extensive professional development required
m. expertise required to make informed curriculum decisions
n. extensive organization of materials required
o. school-wide implementation required
*  Because this program is designed for students who are cognitively impaired and in Special Education, the FCRR Summary Table is not relevant.