accelerates student learning for better classroom assimilation.
features a two-day lesson plan.
provides effective reading strategies for before, during, and after reading instruction.
can be easily administered by either teachers or paraprofessionals.
can be used in school, after school or in summer school.
About the Authors
Barbara A. Marinak, Ph.D, Author,
is an Associate Professor of Reading at Mount St. Mary's University. She teaches undergraduate and graduate courses.
Dr. Marinak received a Ph.D. in literacy from the University of Maryland, College Park. Her dissertation was awarded the 2005 Dissertation Research Award from the College Reading Association. Dr. Marinak serves as co-chair of IRA's Response to Intervention Task Force and is a member of the National Joint Committee on Learning Disabilities.
Susan A. Mazzoni, M.Ed., Author,
is an independent literacy consultant who works with administrators and teachers to improve literacy practices in elementary school classrooms. For the past ten years, she has worked with teachers on implementing guided reading practices for the purpose of building reading fluency, miscue analysis and prompting, and comprehension instruction.
Ms. Mazzoni is an adjunct faculty member at Penn State-Harrisburg. She received her M.Ed. in reading education from the University of Maryland, College Park. She has taught reading courses there and served as a research assistant for the National Reading Research Center.
Linda B. Gambrell, Ph.D., Consulting Author,
is a Distinguished Professor of Education in the Eugene T. Moore School of Education at Clemson University, where she teaches literacy courses. Prior to coming to Clemson University in 1999, she was Associate Dean for Research in the College of Education at University of Maryland, College Park. Dr. Gambrell has served as an elected member of the Board of Directors and president of three leading professional organizations: the International Reading Association, National Reading Conference, and College Reading Association.
The Intervention Kit Components
Reaching All Readers Intervention Kits contain four levels of Intervention Readers (leveled according to Fountas & Pinnell Levels AA–S). Levels feature a lighter text load to provide focused, text-appropriate lessons for intervention students. Incrementally leveled texts ensure that students are reading increasingly difficult text. Five Intervention Kits are available.
Teacher Guide provides a two-day lesson plan that implements best practices in intervention for every Intervention Reader, including
Strategic Prompting Charts.
Minilessons focusing on decoding and phonics skills.
Intervention Readers include
tear-out practice activities.
a Family Letter on the back cover.
Each Intervention Kit contains four levels of Intervention
Readers, with ten carefully sequenced titles at each level.
Each level provides a balance of fiction and nonfiction
titles. Six-packs of each title are also available separately.
Zaner-Bloser Benchmark Assessment Materials provide diagnostic and/or summative assessment and include
one fiction and one nonfiction text for each level.
Teacher Guide with detailed instructions for oral assessment and Running Records.
Intervention Readers and Practice Pages on CD are available for each kit. The CD includes the 40 Intervention Readers from the kit that can be printed in book spreads or by individual pages. Also includes the consumable practice pages.
Teaching Routine Cards provide helpful, step-by-step
directions for the instructional methods used in each
daily lesson. Set contains 17 cards.
Phonics Charts help students decode unknown
words. Set contains eight 81⁄2" x 11" charts.
Square AA, A, B, C
Circle D, E, F, G
Triangle H, I, J, K
Diamond L, M, N, O
Pentagon P, Q, R, S
The leveling chart is intended for general comparison purposes only. The Reaching All Readers Intervention Reading Levels correspond to Fountas and Pinnell Guided Reading levels but with a lighter text load to provide focused, text-appropriate lessons for intervention students. Guided Reading Level designations are based on the work of Irene C. Fountas and Gay Su Pinnell in Guided Reading: Good First Teaching for All Children (Heinemann, 1996) and Matching Books to Readers: Using Leveled Books in Guided Reading, K-3 (Heinemann, 1999).
Q: How much intervention does Reaching All Readers provide?
A: One level of Reaching All Readers provides 80 intervention sessions. When necessary, multiple kits of Reaching All Readers can be used during a school year. As recommended, each Reaching All Readers lesson....read more.
This Executive Summary of the national field study conducted by the University of Cincinnati Evaluation Services Center highlights the findings on the effectiveness of the program and teachers' perceptions and evaluations of program components.
The University of Cincinnati Evaluation Services Center, in association with Saperstein Associates, conducted a national field study of the effectiveness of Reaching All Readers. The study also assessed teachers' perceptions and evaluations of the central components of the program.
Reaching All Readers is a balanced reading intervention program for students reading at Guided Reading Levels AA-S. The program is based on research findings about struggling readers and attributes of effective intervention.