The REWARDS intervention program is a reading and writing program aimed at teaching intermediate and secondary students a flexible strategy for decoding long words. It focuses on improving decoding abilities, oral and silent reading fluency, and supporting success in content areas like science and social studies. REWARDS uses an explicit and systematic approach including 25 scripted lessons that incorporate guided instruction and scaffolding to help struggling readers improve comprehension, vocabulary, and fluency. Research studies show students who completed the REWARDS program made significant gains in reading compared to control groups.

1. REWARDS
INTERVENTION
PROGRAM
Crissy Hancock
CIED 4123
April 25, 2013
Penny Ezell and Angelia Arguello

2. R
E
W
A
R
D
S
Reading
Excellence
Word Attack
and
Rate
Development
Strategies (Microsoft Clipart, 2011)

3. REWARDS INTERVENTION
PROGRAM
 REWARDS is reading
and writing program
aimed to teach
intermediate and
secondary students a
flexible strategy for
decoding long words.
 REWARDS increases
oral and silent reading
fluency.
 Supports content-area
success
 Builds background
knowledge in Science and
Social Studies
 Explicit systematic
approach
 Tier II, Response to
Intervention solution
 Strategic supplemental
support
(Sopris Learning, n.d.)
REWARDS = SUCCESS

4. REWARDS INTERVENTION
PROGRAM
 Emerged from Dr. Anita Archer’s ideas
 Students were significantly below grade level in
reading skills
 Incorporates the Gradual Release model
 I do
 We do
 You do
 Focuses on decoding long words
 Identifying Prefixes, suffixes, and vowels sounds
 Segmenting longer words
(Archer, Gleason, & Vachon, 2006)

5. REWARDS Intervention
helps various age groups
and subjects
• Intermediate (4th-6th
grades)
• Secondary (6th grade +)
• Plus Social Studies
(6th grades +)
• Plus Science
(6th grades +)
• Plus Writing
(6th grades +)
(Sopris Learning, n.d.)

6. REWARDS INTERMEDIATE (4-6
GRADES)
 Created for students who are at or
above 2.5 grade level
 Various assessments are used to
identify students
 San Diego Quick Assessment
 Woodcock Reading Mastery Tests
 Students that struggle with long
words, word identification, and oral
reading can benefit from
REWARDS (Archer et al, 2006)
(Microsoft Clipart, 2011)

7. REWARDS INTERMEDIATE
 Helps with
comprehension
 Improves decoding
ability of students
 Helps with multisyllabic
word identification and
understanding
 Expands vocabulary
 Fluency will also
increase
(Archer et al, 2006)
(Microsoft Clipart, 2011)

8. REWARDS INTERMEDIATE
 25 Scripted lessons
 Each lesson is approx.
50 minutes per day
 Evidenced based
 Pretest/Posttest helps
with monitoring
 Lessons 1-15 preskills
 Lessons 16-25 teaches
strategies for decoding
words
 Lessons include:
 Oral Activities
 Vowel combinations
 Vowel conversions
 Reading parts of a
word
 Underlining vowels
 Prefix & Suffix
identification (Archer et al, 2006)
(Sopris Learning, n.d

9. REWARDS INTERMEDIATE
LESSONS
Covert Strategy in a
lesson
1. Look for prefixes, suffixes,
and vowels.
2. Say the word.
3. Say the whole word.
4. Make it a real word.
The overt strategy is faded
out to help the students
move on to the covert
strategy.
Overt Strategy in a lesson
1. Circle the prefixes
2. Circles the suffixes
3. Underline the vowels
4. Say the parts of the word
5. Say the whole word
6. Make it real
EXAMPLE
Re con struc tion
(Archer et al, 2006)

10. EVIDENCED-BASED
INTERVENTIONStudy:
18 days of instruction
students showed huge gains
with the REWARDS
program over students who
were taught general
decoding lessons.(Archer, Gleason, Vachon, &
Hollenbeck, 2001)
Study:
Struggling 4th and 5th graders
who were a REWARDS group
made significant gains over
students in a control group.
(Sopris Learning, n.d.)
(Sopris Learning, n.d.)

11. REWARDS INTERVENTION
 Scaffolding instructional
approach
 Guided instruction leads
to independent learning
 Strategies to help with
decoding multisyllabic
words
 Significant improvement
for struggling readers
Comprehension
VocabularyFluency
(Archer, Gleason, Vachon, 2003)

12. REFERENCES
 Archer, A., Gleason, M., Vachon, V. (2003). DECODING AND FLUENCY: FOUNDATION
SKILLS FOR STRUGGLING OLDER READERS. Learning Disability Quarterly, 26(2), 89.
 Archer, A., Gleason, M., & Vachon, V. (2006). REWARDS. New York, New York: Sopris West
Educational Services.
 Microsoft Clipart. (2011). Student Working [Photograph]. Retrieved from
http://office.microsoft.com/en-us/images/results.aspx?qu=students&ex=1#ai:MP900427825|
 Microsoft Clipart. (2011). Student Testing [Photograph]. Retrieved from
http://office.microsoft.com/en-
us/images/results.aspx?qu=students+testing&ex=1#ai:MP900408982|
 Microsoft Clipart. (2011). Teacher with Student [Photograph]. Retrieved from
http://office.microsoft.com/en-us/images/results.aspxqu=student&ex=1#ai:MP900448524|mt:2|
 Sopris Learning. (n.d.). The REWARDS Overview. Retrieved from
http://www.soprislearning.com/docs/librariesprovider3/other-products-
items/rewards_overview.pdf?sfvrsn=0
 Sopris Learning. (n.d.). REWARDS Research. [Iage of Graph]. Retrieved from
http://www.soprislearning.com/literacy/rewards-program/research-and-results
 Sopris Learning. (n.d.). REWARDS Workbooks [Photograph]. Retrieved from
http://www.soprislearning.com/literacy/rewards-program/rewards-sample