This document discusses effective reading interventions for a school that has identified reading as an instructional improvement target based on student assessment data. It summarizes two interventions that were selected: the Voyager Universal Literacy Program for K-2 students and Reading Plus for grades 2 and up. Voyager provides explicit, systematic literacy instruction aligned with Reading First research. Reading Plus is a web-based program that individualizes reading exercises and assessments to develop students' fluency, comprehension, and vocabulary. Implementing these interventions is expected to provide academic success through remediating reading deficits and meeting individual student needs.

1. P R O F E S S I O N A L D E V E L O P M E N T :
E F F E C T I V E R E A D I N G
I N T E R V E N T I O N S
SALENA DENTON-FESTA
S T A N D A R D 3 : P R O F E S S I O N A L L E A R N I N G A N D I N S T R U C T I O N A L
L E A D E R S H I P

2. IDENTIFIED TARGET
Reading
Target data is supported by the Florida Comprehensive
Assessment Test, Stanford Academic Test 10, Florida
Assessment in Reading, district benchmark assessments, and
teacher data.
Reading is fundamental to all subjects, therefore reading
improvement will increase performance in all other subjects.

3. INTRODUCTION
• In order to effectively remediate educational challenges, it is
essential to identify the instructional improvement targets of the
school.
• Interventions are then implemented school-wide to remediate
the targeted deficits, and address the individual needs of the
students.

4. SELECTED
INTERVENTIONS• Voyager Universal Literacy Program
• Reading Plus

5. VOYAGER UNIVERSAL
LITERACY PROGRAM• Website Link:
http://www.voyagerlearning.com/ul/index.jsp
• According to WWC (2012), Voyager is an identified
intervention intended to provide basic literacy
instruction and improve reading skills for students in
grades K–3.
• The Voyager Universal Literacy System is a science-
based core prevention program that assimilates
research-based curriculum, implanted intervention,
continuous on-going assessment, and motivating daily
reading explorations into one inclusive intervention
solution.

6. VOYAGER UNIVERSAL
LITERACY PROGRAM• The Voyager Universal Literacy System has been identified as
one of the first comprehensive core reading programs that is
founded on, and completely aligned with Reading First research.
• The Reading First research is evolved around Universal Literacy
that provides explicit, systematic instruction and interventions in
the five essential components of reading. In addition, it must
provide for teacher-directed instruction in small, similar ability
groups, and include benchmark assessments and on-going
progress monitoring.

7. READING PLUS
• Website Link: http://www.readingplus.com/research
• Based on a study by the WWC (2010), Reading Plus was found
to have theoretically positive effects on comprehension for
adolescent learners in grades 3 and above.
• Reading Plus (2008) also found a statistically significant positive
effect of Reading Plus on the reading portion of the FCAT for
low-achieving students.

8. READING PLUS
• Reading Plus is a web-based reading intervention package that
integrates technology into customized, guided silent reading
exercises for students in grades 3 and up.
• The program assists in the development and enhancement of
students’ silent reading fluency, comprehension, and
vocabulary.
• It alters the difficulty of content and the extent of reading
activities for students based on their individual ability level and
reading skills.
• Reading Plus is comprised of differentiated reading activities,
technology-based reading assessments, progress monitoring
tools, ongoing implementation support, and supplemental
student activities.

9. FINDINGS
• The described interventions will assist in providing for
remediation in the content area of reading.
• Voyager Universal Literacy Program is tailored to meet the
needs of primary learners in grades K-2.
• Reading Plus is tailored to meet the needs of intermediate
learners in grades 2 and up.
• By utilizing the human resources currently available, these
interventions will provide academic success for all learners and
their individual academic needs.

10. STAFF FEEDBACK
• Please work with the group you are seated with to discuss this
presentation and provide any suggestions, or questions you
may have.
• Think, Pair, Share 15 minutes.

11. REFERENCES
Reading Plus. (2008). Reading improvement report: Miami-Dade
regions II and III. Huntington Station, NY: Taylor
Associates/Communications, Inc.
U.S. Department of Education. (2012). What works clearinghouse:
Evidence review protocol for beginning reading interventions.
Retrieved from
http://ies.ed.gov/ncee/wwc/pdf/reference_resources/br_protocol_v2.0.pdf
U.S. Department of Education. (2010). What works clearinghouse
intervention report: Corrective reading. Retrieved from
http://ies.ed.gov/ncee/wwc/reports/