Providers needing to make expedited decisions about instructional materials can feel confident considering those profiled in this section. We have selected these materials because they:
- Use an organized, systematic, and cumulative scope and sequence of instruction.
- Offer assessment screeners to help identify and target instruction for students
- Include a set of consistent instructional routines, to support students’ self-regulation, focus, and risk-taking in learning and to lower the burden for tutor preparation. Those routines include:
- direct, explicit instruction and student application of what was taught in connected text (words, phrases, sentences, and books/texts).
- cumulative practice, so students practice new items along with items already learned.
- (for comprehension-focused programs) reading, writing &/or drawing, listening, and speaking about texts, using evidence from the text as support
Additionally, some of the profiled materials have efficacy data from randomized control trials or quasi-experimental studies that produced an effect size of +0.20 or greater.
Materials profiled include:
SIPPS
SIPPS (Systematic Instruction in Phonological Awareness, Phonics, and Sight Words) is a research-based foundational skills program proven to help both new and struggling readers in grades K–12 build skills and confidence for fluent, independent reading.
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What materials are included (e.g., instructional routines, assessments, progress monitoring, trackers, etc.)? |
Each program package includes everything that is needed to teach the lessons successfully. Depending on the SIPPS Level, the package will include a mix of the following:
With SIPPS Beginning, the following are included:
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What is the content focus of this intervention? |
The SIPPS program focuses on foundational skills intervention. It addresses phonological awareness, phonics and decoding, sight words, and fluency. |
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Does this intervention use a consistent set of instructional routines? |
Yes, the SIPPS program uses a consistent set of instructional routines. As instruction moves along the developmental continuum, new routines are introduced to support the mastery of a new skill. The routines include modeling, teacher-student dialogue, group practice, and correction procedures for various kinds of errors. |
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Is there a digital component? Can it be used virtually? |
Teacher-facing digital resources are available to support instruction. These materials include but are not limited to: a digital Teacher’s Manual with embedded professional development, links to electronic assessment support, and a web-based card app. The program can be taught in a synchronous, virtual learning environment. Remote learning guidance is provided in the digital resources to support virtual instruction. |
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How does it support English language learners? |
The SIPPS program helps teachers implement effective teaching strategies to meet the needs of all students, including English Language Learners. English Language Development strategies are an inherent part of the program’s design. In SIPPS, the complex English vowel system is organized to demonstrate its logic and power. Phonics and spelling strategies are taught together so that they are mutually reinforcing. This may be particularly helpful to English Language Learners who have transferred some of their first-language skills to English reading but are not confident writers because of their limited mastery of English spelling. SIPPS provides ELD/ELA standards support through word analysis, including phonological awareness, decoding and word recognition, fluency, and vocabulary development. Some best practices in ELL instruction that have been incorporated into the design of the program are:
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How do students exit the intervention? (# of sessions or period of time, based on progress monitoring assessments, etc.) |
Progress is monitored through incremental Mastery Tests. Students may exit the intervention upon successful completion of the level, assuming that corresponds with the grade level expectation. If continued intervention is necessary, students can complete a level and move onto the next level. |
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Is there a level of experience or amount of training required before you deem someone equipped to deliver the intervention to students? |
Initial and ongoing professional learning support is recommended for the duration of the implementation. Collaborative Classroom offers fee-based professional learning, as well as asynchronous learning options that are included with the program purchase. |
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Do you provide training? If so, at what cost? |
Yes. On-site professional learning is $3,000 per day per consultant (for up to 50 participants). Virtual sessions are $400 per hour per for up to 35 participants, and $600 per hour for two consultants and 36–100 participants. |
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Is there an assumed student-teacher/tutor ratio? |
No; however, the smaller the group size the more intense the intervention. |
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Is the intervention designed to be delivered during the school day or out of school hours, or could either work? |
The program is designed for use within the school day. |
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What is the program’s evidence of effectiveness? |
In a quasi-experimental study evaluating its effectiveness, students who received SIPPS instruction showed significantly greater gains in decoding (approximately four more months of growth in grade equivalent scores on the Slosson Oral Reading Test) than comparison students whose teachers used other state-adopted phonics materials. The effect size was +0.24. Please review the SIPPS Evidence Base and Impact document for full evidence of effectiveness: https://public.cdn.ccclearningportal.org/program/resources/field-team/sipps-evidence-base-and-impact.pdf |
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What notable districts or programs use this intervention? |
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If possible, provide a link to sample videos or materials. |
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What is the pricing model? |
Each SIPPS level is sold as an all-inclusive package as follows:
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S.P.I.R.E.
S.P.I.R.E. is a research-proven reading intervention program for your lowest performing students. Its teacher-led 10-Step Lesson plan methodically walks them through phonemic awareness and phonics, then spelling, vocabulary, comprehension, and fluency — instilling and reinforcing every stage of reading development.
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What materials are included (e.g., instructional routines, assessments, progress monitoring, trackers, etc.)? |
SPIRE 4th Edition includes: Single Teacher Level Sets include:
Student Bundles include:
Sounds Sensible Kit (Pre-Level SPIRE – PreK/K) includes:
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What is the content focus of this intervention? |
Phonological awareness, phonics, spelling, fluency, vocabulary, and comprehension |
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Does this use a consistent set of instructional routines? |
Yes, every aspect of S.P.I.R.E. systematically builds reading skills.
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Is there a digital component? Can it be used virtually? |
Yes, SPIRE 4th Edition includes SPIRE Star Digital Companion which provides digital teaching resources and allows the teacher to teach SPIRE remotely if needed. Teachers can also record and track student assessment data digitally. iSPIRE, an explicit, teacher-led version of SPIRE, is also available for synchronous, virtual teaching. |
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How does it support English language learners? |
Multisensory Techniques: Instruction is provided using visual, auditory, and kinesthetic pathways which have been proven to aid ELL students. (Please check our website: https://eps.schoolspecialty.com/products/literacy/reading-intervention/spire-4th-edition/about-the-program) under “Research and Articles” for a detailed research study on SPIRE effectiveness with ELL and special needs students.) |
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How do students exit the intervention? (# of sessions or period of time, based on progress monitoring assessments, etc.) |
A student typically exits SPIRE after Level 6 and after successful completion of assessments and progress monitoring in Levels 1-5, however, if a student’s progress is being measured along with other district/school phonics assessments a student can exit SPIRE earlier if the district/school has different criteria in place. (Please check our website for SPIRE Scope and Sequence: https://eps.schoolspecialty.com/products/literacy/reading-intervention/spire-4th-edition/about-the-program) |
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Is there a level of experience or amount of training required before you deem someone equipped to deliver the intervention to students? |
Any teachers/staff who will be teaching SPIRE are required to attend a one day virtual (3 – 90 Minute Sessions) or in-person (6 hours) SPIRE training before they begin to teach SPIRE. Also, background or understanding of Orton-Gillingham is helpful, but not required. We offer Coaching and Implementation Support Visits once teachers start using the program for an additional purchase. |
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Do you provide training? If so, at what cost? |
Yes we provide SPIRE and Sounds Sensible training. SPIRE/Sounds Sensible Initial Virtual Training for up to 30 teachers which includes a free SPIRE Professional Development Manual for each teacher.
SPIRE/Sounds Sensible In-Person Training for up to 30 teachers which includes a free SPIRE Professional Development Manual for each teacher.
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Is there an assumed student-teacher/tutor ratio? |
SPIRE and Sounds Sensible should be taught in small groups no larger than 6 students to one teacher/tutor. |
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Is the intervention designed to be delivered during the school day or out of school hours, or could either work? |
SPIRE is designed to be taught during the school day in 30 minute or 60 minute lessons daily. SPIRE can also be taught 2-3 times a week as well in 30 minute or 60 minute lessons.
SPIRE can be used in after-school programs provided a teacher/tutor is trained and able to follow the teacher directed implementation schedule. |
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What is the program’s evidence of effectiveness? |
Please check our website: https://eps.schoolspecialty.com/products/literacy/reading-intervention/spire-4th-edition/about-the-program) under “Research and Articles” for a detailed research on SPIRE Effectiveness. |
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What notable districts or programs use this intervention? |
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If possible, provide a link to sample videos or materials. |
Please check our website: https://eps.schoolspecialty.com/products/literacy/reading-intervention/spire-4th-edition/about-the-program) under “Sample Lessons” and “Customer Resources” for lesson samples and SPIRE 10 Step Model Lesson Videos. |
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What is the pricing model? |
Please check our website: https://eps.schoolspecialty.com/products/literacy/reading-intervention/spire-4th-edition/about-the-program) under “Buy Now” for pricing and product descriptions. Also, your Category Sales Manager, Hope Wallace can provide a price list and answer any SPIRE pricing questions. Her contact information is: hope.wallace@schoolspecialty.com and 978-314-3225 |
Voyager Sopris' Sound Partners
| Questions | Answers< |
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Lessons are specifically designed for tutors, para professionals and assistants. |
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This study reports the effects of a one-on-one phonics-based reading intervention for first-grade children with limited English language proficiency deemed at-risk for reading difficulties. At the time of publication, this study was one of two to examine the role of English language proficiency in ELL students' reading development. The intervention primarily focused on facilitating phonemic segmenting, decoding, and encoding tasks skills required for early word reading, as research indicates these are areas in which ELL students are underdeveloped when compared to their native English-speaking peers. Results from this study indicate that ELL students exhibited treatment response on outcomes of receptive vocabulary, alphabet knowledge, phonological awareness, word reading spelling, and comprehension; there were no significant treatment effects on passage reading fluency. A practical finding in this study is that paraeducators effectively implemented the intervention with LM students and required minimal added support to instruct students with very limited English skills. |
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How do students exit the intervention? (# of sessions or period of time, based on progress monitoring assessments, etc.) |
Exit from Sound Partners is determined based on student performance on standardized reading measures. |
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Is there a level of experience or amount of training required before you deem someone equipped to deliver the intervention to students? |
Sound Partners was designed to be delivered by paraprofessionals. An online video training comes with the program. |
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Do you provide training? If so, at what cost? |
Yes, an online video training is provided at no cost. |
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Is there an assumed student-teacher/tutor ratio? |
1:1 is preferred, or 1:2 or 1:3 is the maximum |
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Is the intervention designed to be delivered during the school day or out of school hours, or could either work? |
Either during or out of school hours could work. |
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What is the program’s evidence of effectiveness? |
Across two RCT studies of Sound Partners (Vadasy & Sanders, 2010, 2011), the mean effect size on measures of phonological awareness, word reading, and comprehension was +0.43 (p < .01). |
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What notable districts or programs use this intervention? |
CORE Consortium of Reading Excellence |
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If possible, provide a link to sample videos or materials. |
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What is the pricing model? |
Programs can make a one time purchase of print materials for each tutor. Decodable books are not included in the purchase.
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TN Foundational Skills Curriculum Supplement
The TN Foundational Skills Curriculum is a supplemental resource that follows evidenced-based research and was carefully crafted in order to build a solid foundation for PreK through grade two early literacy. This supplement uses a systematic and explicit approach to instruction so that all students can gain the foundational skills necessary to become proficient readers. It is an open-source resource that is free and was developed for any and all teachers, parents, higher education agencies, and others to help support students' foundational literacy skills acquisition. It is not designed or intended to be an intervention and may take work to be adjusted for tutoring.
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Questions |
Answers |
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What materials are included (e.g., instructional routines, assessments, progress monitoring, trackers, etc.)? |
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What is the content focus of this curriculum? |
Early literacy foundational skills |
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Does this use a consistent set of instructional routines? |
Yes, the curriculum supplement uses a set of instructional routines. |
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Is there a digital component? Can it be used virtually? |
No |
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How does it support English language learners? |
There are language reinforcements, but it is not designed to be an ELL specific intervention. |
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How do students exit the intervention? (# of sessions or period of time, based on progress monitoring assessments, etc.) |
Not applicable |
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Is there a level of experience or amount of training required before you deem someone equipped to deliver the intervention to students? |
We recommend our two week early reading training as a minimum. This training includes one week asynchronous and one week in person training. |
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Do you provide training? If so, at what cost? |
Not to districts outside of Tennessee. |
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Is there an assumed student-teacher/tutor ratio? |
No |
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Is the intervention designed to be delivered during the school day or out of school hours, or could either work? |
During the school day as a curriculum supplement |
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What is the program’s evidence of effectiveness? |
N/A |
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What notable districts or programs use this intervention? |
25% of districts in Tennessee |
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If possible, provide a link to sample videos or materials. |
https://bestforall.tnedu.gov/binder/foundational-skills-resources/tnfscs |
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What is the pricing model? |
Free and open-source |