If your child is struggling with a reading disorder, such as dyslexia, or another language-based learning disability, you may be looking for the best reading intervention program to support your child’s learning needs. With so many programs available, it is often difficult to determine which one is the best choice for your learner, and often skillful educators make use of components from more than one program. We prefer a systematic, multisensory, and content-driven approach that follows an Orton-Gillingham sequence with integrated opportunities for comprehension work (verbal and written), spelling and word work, and handwriting instruction.

Some of the most successful and commonly used programs to support struggling readers and students with language-based learning disabilities are Orton-Gillingham, Preventing Academic Failure, Wilson Fundations, and Lindamood-Bell. Orton-Gillingham was the first program developed for 1:1 reading intervention in the 1930s by Dr. Samuel Orton and Dr. Anna Gillingham. Preventing Academic Failure and Wilson are both based on the Orton-Gillingham sequence. Lindamood-Bell is not.

Orton-Gillingham

Orton-Gillingham is known for being direct and explicit, multi-sensory, and systematic in its approach to reading intervention and building phonemic awareness, developing advanced phonological understandings, and integrating word study and vocabulary development. Orton-Gillingham can be used with students of any age, and it is recommended to be delivered in a 1:1 or small group setting. The OG lessons are very structured, sequential, and cumulative, always building upon past lessons to review and reinforce previously learned skills and concepts. The lessons are also diagnostic and prescriptive, allowing them to be very individualized based on the successes and errors of the learner. Through multi-sensory techniques and repetition, students overlearn new skills and concepts to build automaticity and confidence.

Preventing Academic Failure

Preventing Academic Failure, or PAF, is an Orton-Gillingham based reading intervention program designed for whole group instruction. It was developed by Phyllis Bertin and Eileen Perlman at The Windward School, which has locations in White Plains and Manhattan. Although it is often used with a whole group in the classroom, PAF can also be modified for use in a one-on-one or small group setting. Preventing Academic Failure is most typically used with students in grades K-3, but that’s only if early intervention has been put in place; often students aren’t identified for targeted intervention until grade 3, 4 or 5, which is terribly unfortunate and unnecessary.

Because it’s based on the Orton-Gillingham program, PAF also uses a multi-sensory approach, but it’s significantly differentiated from a traditional OG approach in that it systematically integrates phonics instruction, spelling, handwriting, and reading comprehension. Skywriting is one multi-sensory activity that PAF focuses on to support students’ spelling needs. By using gross motor movements to form the letters while spelling words aloud, the children are more actively engaged in the process using verbal, visual and kinesthetic modalities.

During each PAF lesson, when a new sound or rule is taught, dictation is used to practice spelling words or sentences including words that focus only on that new rule. This dictation exercise allows students to not only practice their new spelling rule, but to work on their handwriting skills as well. As students develop stronger spelling and decoding skills, students can then improve their reading comprehension skills through PAF’s carefully scaffolded texts.

The program believes that “only when reading is accurate and fluent can students then develop meaning.” At the end of each lesson, students read stories in Merrill Readers to reinforce decoding words with the sounds they have just learned, as well as to develop and strengthen their reading comprehension skills.

For writer’s workshop, PAF is complemented by Judith Hochman’s Teaching Basic Writing Skills.

Click to visit The Windward Teacher Training Institute site.

Wilson

The phonetic sequence in Wilson is also aligned with the principles of Orton-Gillingham, and it offers a variety of programs for different ages and learners, including: Fundations, Just Words, and the Wilson Reading System.

The Wilson programs are designed to fit within the tiers, or levels, of the Response to Intervention (RTI) framework. All three programs support students with learning and language-based disabilities through multi-sensory instruction and differentiated pathways, but these programs aren’t as fully integrated as PAF with regard to scaffolded texts mapped to each lesson.

Fundations is used for prevention and early intervention for grades K-3 and focuses on phonics, phonemic awareness, fluency, and sight words. Just Words is typically used for intervention in grades 4-12 for students who need greater support with decoding and spelling skills. The Wilson Reading System is a more intensive program for learners in grades 2-12. This program focuses on teaching the structure of the English language to students with language-based disabilities, such as dyslexia, who have severe language deficits and are not making progress with their standard classroom curriculum.

Lindamood-Bell

Lindamood-Bell is comprised of five reading programs and one math program for students with dyslexia and other language-based learning challenges as well as students with general learning challenges or autism. These five programs include: Seeing Stars, Visualizing and Verbalizing, Talkies, LiPS, On Cloud Nine Math.

Lindamood-Bell’s reading programs are not based on Orton-Gillingham principles but rather focus on the sensory-cognitive functions that support reading, including symbol imagery and concept imagery, both of which involve creating mental pictures. Instruction is typically implemented 1:1 but can be adapted for small groups or classroom settings.

Though not an exhaustive list by any means, Orton-Gillingham, PAF, Wilson, and Lindamood-Bell are especially popular programs to support struggling readers, and there are components from each program that would benefit ALL learners. While many practitioners discuss or recommend programs with a purist approach in mind, we recommend not fixating on a single approach because it’s not entirely that simple, particularly when instruction is being delivered at home in a 1:1 setting.

Each learner is different and reading intervention needs to be targeted to meet specific needs at specific times. Motivating and engaging each learner must be carefully factored in as well. In our experience, it’s best to coordinate support between home and school with skillful teachers, experienced in a variety of programs and intervention techniques, making professional judgments based on a palette of instructional approaches and strategies rather than rigidly following a scripted curriculum. That said, these judgments should be based on evidence-based research, and we prefer a systematic, multisensory, content-driven approach that follows an Orton-Gillingham sequence.

If you suspect your child has a reading challenge, don’t wait to organize targeted support. Engage your child’s classroom teacher in conversation and seek the school’s input, but don’t ignore your parental hunch. There are a variety of classroom assessments that can help to determine current levels of performance and needs. These are different from formal assessments used by psychologists to make diagnoses as part of a comprehensive evaluation.

It’s a lot for parents to consider, which is exactly why we partner with parents so closely. Our leadership team can help you figure out the right next steps taking longer term school planning into consideration, curate a program for your child, and then organize in-home support while also collaborating with your child’s school team and/or related service professionals as appropriate. Please contact our office to discuss your child’s reading and writing needs.

By Brad Hoffman, Curriculum & Instruction Specialist, Nicole DeMartino, Special Educator, and Laurie Gross, Reading Specialist

Do you know your child’s reading level? Benchmarking elementary reading levels is important in order to help students identify and practice with “just right” texts. For instructional purposes, we want to be sure that a text isn’t too easy nor too hard (thus frustrating). Benchmarking reading levels and developmental stages of spelling is straightforward and doesn’t require any guessing. It allows educators and parents to transparently discuss progress and have a comparison against a grade level standard at a particular point in time. Hopefully your child’s teachers conducted running records and other classroom assessments — such as Gates-MacGinitie or Brigance testing — over the course of the school year, you’ve had an opportunity to discuss reading benchmarking at parent-teacher conferences, and you have a good idea as to the level that is “Just Right” for your child. So what exactly do the different levels represent?

Benchmarking Elementary Reading Levels, A through Z:

Level A Books

It is recommended that children begin at this level once they have some familiarity with print and directionality (we read English from left to right). Full knowledge of all letter sounds is not necessary. These books include picture books with simple labels and captions, often 5-6 words per page, or one line. There is ample space between words, and typically repeating language.

Level B Books

These books have very simple story lines, or focus on one individual idea. They usually have one or two lines of print on a page, but sentences and punctuation is more varied than A Level books. Repeating patterns are seen again, and the written words correspond directly to the illustrations.

Level C Books

Stories at this level have simple story lines and are based upon topics that are familiar to children. For the most part they have more words and lines of print than A or B Level books, again include repeated patterns, and as new, more complex patterns are introduced throughout, children cannot simply predict the next page’s text. Sight-words, also known as high-frequency words, and easily decodable words are found at this level.

Level D Books

Slightly more complex these readers begin to introduce less concrete, more abstract or unfamiliar ideas to children. The word count in sentences is longer, and words are now carried over from one page, or more. Words at this level may include multisyllabic and compound words. Whereas earlier levels offer very strong correlation between word and picture, at this level, children cannot only rely on illustration to guess at the print.

Level E Books

More lines of text per page, and more pages per book characterize words at this level.
Words cross over pages, and new types of punctuation are introduced. The story lines are more sophisticated, and non-fiction books may include more difficult concepts (although at this level repeating language is still offered for support). Higher level multisyllabic and compound words are included.

Level F Books

>These narrative texts have more episodes in the story. More complex and varied language patterns are also introduced, with shorter text. For the first time, abstract concepts that require children to use higher-thinking skills are present. Text is now presented in smaller font, and more lines of print per page. English punctuation in all form is seen at this level, along with a variety of more sophisticated high-frequency words.

Level G Books

At this level, books are no longer repetitive, and new patterns are introduced. Vocabulary becomes higher-level, and in non- fiction, vocabulary becomes very challenging, requiring some background knowledge. Text layout and font may become more complex, and illustrations no longer give clear indication of corresponding text.

Level H Books

These readers are very similar to the preceding level, but for the first time, no longer is simple prose the only text; poetry and figurative language are introduced, and repetitive patterns are not as common. Spoken language is no longer used exclusively, and written language is integrated and provides more sophisticated content, requiring closer attention to word patterns.

Level I Books

Books are this level are longer and the concepts presented are more complex than at earlier levels. The font is not as large, and word-attack skills begin to be called for, as text becomes increasingly complex. Fiction and non-fiction books at this level are numerous; fiction becomes more complex in plot and depth, and non-fiction includes technical, high-level language. Although pictures may illustrate the text, they no longer offer much support in terms of decoding text.

Level J Books

Books at this level are very similar to I Level books, but content becomes considerably more challenging. Chapter books are introduced that present complex characters and books now have very few illustrations. New vocabulary is presented in both fiction and non-fiction text.

Level K Books

At this level, narrative text begins to include multiple plots, and writing styles vary. Technical language and new, more difficult concepts are included in non-fiction.

Level L Books

The readers at this level are very similar to K Level books, except that they are longer and many informational picture books in the non-fiction category are available. In fiction, chapter books increase in complexity in terms of plot lines and character development. Higher- level thinking is called for in the area of abstract concepts and symbolism.

Level M Books

These books are generally set in much smaller font, and vocabulary and concepts are more complex, calling upon strong background knowledge for comprehension.

Level N Books

At this level, children are taken to new levels of writing, as text expands to include new genres, and writing style becomes more sophisticated. More abstract thinking is called for, as literary writing styles begin to expand, and call for students to use more of their imagination.

Level O Books

More complex vocabulary and themes are typical of writing at this level, and abstract thinking is required in narrative text. Interesting, complex characters are introduced, and students again, must expand upon their own world to understand and study the lives of others.

Level P Books

These books offer more complex language and informational texts. Varied organization in layout is present, and new genres are introduced. Books specifically geared toward early adolescents are now included.

Level Q Books

Books now require more interpretive skills, and structures and words are more difficult and complex. Words from other languages are now present, and longer texts require extended reading. Vocabulary is increasingly sophisticated and challenges the reader at this level.

Level R Books

At this level, fiction and non-fiction introduce varied historical periods and time settings. Again, vocabulary builds in sophistication and requires increasing interpretive skills.

Level S Books

Books at this level reflect a wide variety of genres. Readers are often required to make text to text comparisons and contrasts as they remember other material that they have read. Sentences and paragraphs are increasingly complex, and words are figurative and less literal than before.

Level T Books

At this level, figurative language becomes increasingly complex, and vocabulary is yet more challenging. Students at this level must be able to sustain longer periods of reading as chapter books at this level become increasingly longer.

Level U Books

At this level, readers are essentially approaching adult -level reading. Complex themes and multiple story lines characterize these texts. Symbolism is frequent at this level, bound collections of stories are seen, and plots and sub-plots are common.

Level V Books

Books at this level beckon the reader to bring deeper background knowledge to the reading experience. Vocabulary is much more sophisticated, and deeper, implicit messages by the author require the reader to use abstract thinking skills. Strong themes are present at this level, and literary styles become more sophisticated. At this level, science fiction is introduced.

Level W Books

This level introduces themes that are increasingly dark and challenge readers to relate to characters in difficult situations. Font is small, and readers will need an awareness of society and politics in order to fully understand the themes in the text. Inferential thinking is required, and readers need to be sufficiently sophisticated in symbolic interpretation in order to gain optimal understanding of text.

Level X Books

Fantasy is a strong theme at this level, as students need to increasingly draw inferences and compare text to other works that they have read. Symbolism is used extensively at this level, and students must interpret meaning accordingly. Topic, language and vocabulary have become very sophisticated.

Level Y Books

These books include many social problems as themes, along with more numerous and mature details. Readers are required to think way beyond the literal meaning of text. They will need extensive background information to fully comprehend the text, and will be required to integrate new information gleaned from the text with all that they already know. The ability to read critically is required at this level.

Level Z Books

Similar to Level Y books, these readers present more mature themes, some controversial and complex. Non-fiction offers very technical and challenging material, and readers need to read critically and to evaluate new information. Complex themes within genres are present, and in non-fiction, more elaborate and new text layouts are used. Existentialist themes are present at this level, pushing readers to consider very mature concepts and universal truths.

We make use of the Teachers College Columbia University Reading and Writing Project  to benchmark elementary reading levels on a quarterly basis. It’s best not to get hung up on a single exit level for June but rather to think about reading levels in bands of two to three alpha letters. Performance with fiction and nonfiction texts may differ, and writing response work needs to be factored into benchmarking, particularly as students move into grades 2, 3, 4, and 5.

By Polly Goltche, Reading Specialist