CORE (Child Oriented Reading Experiences) is an adaptation of the program Reading
Recovery. CORE is a literacy intervention program designed for children who have difficulties
learning to read and write in First and 2 nd grades.
The goal of CORE is to produce independent readers. Children are expected to make faster than
average progress so that they can catch up with other children in their class. CORE provides one-
to-one tutoring, four or five days per week, 30 minutes a day, by a trained tutor. The daily
lessons during these 30 minute sessions consist of a variety of reading and writing experiences
that are designed to help children develop their own effective reading strategies. Instruction
continues until children can read at or above the class average.
FAST TRACK READING PROGRAM OVERVIEW
The Fast Track program is published by McGraw Hill/Wright Group. It is an intervention
program designed for students in 4-8 grades. It provides accelerated instruction in three strands:
Word Work, Comprehension and Fluency.
The word work strand supports students who have not developed automaticity in their decoding
skills and recognition of high-frequency words. The phonics component of Fast Track Reading
focuses on both regular and irregular high-frequency words so students can build a strong sight
word vocabulary in order to increase their reading fluency.
Once students have a better mastery of decoding strategies they can move into the Fast Track
magazines levels 2-7 to read high-interest short stories and articles. The focus is now on
improving comprehension through explicitly taught strategies lessons. Students are taught to
extract information from the text and combine it with prior knowledge in order to make meaning.
For students to achieve comprehension, the ultimate goal of reading, they must be able to read
text fluently. To develop fluency, students need to read text with a high proportion of words that
they can readily decode or that they already know. The fluency strand provides opportunities to
successfully read text at the students’ independent reading level. The fluency graph is used to
monitor improvements in the students’ reading rate, accuracy, expression, and comprehension.
For some students, learning to read seems to happen without much effort; for other students,
however, learning to read is a struggle. Those students are still learning to read while their peers
are reading to learn. Students who do not read well often resist reading, and so the learning gap
widens. The Fast Track Reading program was developed and designed specifically for these
Great Leaps Reading is designed as a supplementary reading program to be used in conjunction
with the curriculum currently being implemented. Its primary emphasis is on fluency, with the
assumption that comprehension will improve if the child becomes a more fluent reader.
Teachers, paraprofessionals, or volunteers administer the lessons in a one-to-one fashion in 5-7
minute daily practice sessions. During those 5-7 minutes, the student reads three timed readings,
one under each of the following three headings: phonics, sight phrases, and stories. Each reading
is timed for one-minute and the goal is for the student to read each page with no more than 2
errors. Error correction is immediate and followed by modeling of the correct response. When
mastery is attained on a page, the student progresses, or “leaps”, to the next page of slightly more
difficult material. The curriculum extends from grades K-12, and there is material for adult use
H.O.T.S. (Higher Order Thinking Skills) is a general thinking skills program that generates
gains in basic skills while also improving thinking ability and social confidence.
H.O.T.S. combines the use of computers with a sophisticated curriculum and Socratic dialog to
produce dramatic improvement. Used in 3 rd & 4th Grades.
~ Dr. Stanley Pogrow
Professor of Education
University of Arizona
Developer of the HOTS program
Pre H.O.T.S. is an adaptation of H.O.T.S. for younger children and is used with 2 nd grade
MARIE CARBO RECORDED POWER PACS OVERVIEW
Dr. Marie Carbo is the founder and executive director of the National Reading Styles Institute
and the developer of the Carbo Recorded-Book Method. Carbo Reading was one of a handful of
research-based programs funded by the U.S. Department of Education and the NEA.
The Carbo Power Pack Reading Program, a component of the Recorded-Book Method is a
complete program of high-interest, leveled recorded, reproducible short stories. Each Power Pac
has twenty stories that become increasingly difficult. Each story has its own CD, a writing
activity, and follow-up questions that satisfy state standards. Follow-up games are also
All the stories in the Power-Pac program are recorded by Marie Carbo and Bob Cole. The
method of recording is at a slower than usual pace with emphasis on modeling chunking phrases
and reading with good expression. With this method students work with stories that are slightly
too substantially above their independent reading level. Students are S-t-r-e-t-c-h-ed upward.
The procedure for implementing the program involves the students listening to the recorded
selection while looking at the written material – usually one to three times. Afterwards, the
student reads the selection to the teacher discusses the passage and plays the follow-up
The Carbo Reading Styles Program has received national validation as a research-based language
arts program and an outstanding school reform model that produces consistently high
Read Naturally incorporates teacher modeling, repeated reading, and progress monitoring into a
single set of steps to improve reading fluency and comprehension. After choosing a selection,
students read along while listening to a recording of a high-interest story. Later, they practice
reading the story until they can read it at a predetermined goal rate. Finally, students graph the
number of words read correctly before and after practicing. The graph provides proof of the
student’s progress. This strategy produces significant improvements in reading fluency while
improving the confidence and self-esteem of student readers.
SRA READING MASTERY
Reading Mastery is a comprehensive reading program that helps students develop into fluent,
independent, and highly skilled readers. New concepts and skills are taught in small groups by
the teacher through simple steps that ensure success. Students have ample opportunity to
practice all concepts and skills so they achieve mastery and develop efficient strategies for
reading. Regular assessments and continuous monitoring of progress make it easy to quickly
identify students needing specialized instruction.
Intensive, explicit, systematic teaching
Carefully scaffolded lessons that build confidence and independence
Ongoing assessments and specific guidelines for remediation to help you make effective
Addresses all five essential components of Reading: phonemic awareness, phonics and
word analysis, fluency, vocabulary and comprehension
Provide spelling instruction to help students make the connection between decoding and
Develop decoding, word recognition and comprehension skills that transfer to other
SRA Corrective Reading
Corrective Reading provides intensive, sustained direct instruction to address deficiencies in
decoding and comprehension.
Goal of the Program:
The goal of the SRA Corrective Reading Decoding program is to increase students’ decoding
skills so they are able to read with greater fluency and comprehension. This program also
includes extensive practice in comprehension that helps students read carefully and attend to
Reading Components Addressed: Phonics, Fluency, and limited Comprehension and Vocabulary
The Sonday Program is an Orton-Gillingham based multisensory structured phonics, reading,
writing, and spelling program. It is beneficial for Kindergarten students through adults. The five
reading components as identified by the National Reading Panel are addressed: Phonemic
Awareness, Phonics, Vocabulary Comprehension and Fluency. The student learns spelling
simultaneously with reading. Sonday introduces the elements of the language systematically.
Students begin by reading and writing sounds in isolation. Then they blend the sounds into
syllables and words. Students learn the elements of language, e.g., consonants, vowels, digraphs,
blends, and diphthongs, in an orderly fashion. As students learn new material, they continue to
review old material until mastery is achieved. The teacher addresses vocabulary, sentence
structure, composition, and reading comprehension in a similar structured, sequential, and