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Academic Intervention Tools Chart

This tools chart presents information about academic intervention programs. The following four tabs include information and ratings on the technical rigor of the studies: (a) Quality of Design & Results, (b) Quality of Other Indicators, (c) Intensity, and (d) Additional Research

The chart includes information and ratings on the quality of research studies about different interventions, not ratings on the interventions themselves. The ratings are about study quality only. Additional columns on the chart describe the effect sizes, or results, for those studies. Users are expected to review the study quality ratings and effect size information together when interpreting the chart.

The presence of a particular tool on the chart does not constitute endorsement and should not be viewed as a recommendation. All tools that meet the criteria for review are posted on the chart, regardless of results. The chart represents all tools that were reviewed, not those that were “approved.”

Last updated: September 2021. Click here for a brief summary of the new and improved studies we've released.

Interested in evaluating the appropriateness listed below for a specific student or students who require intervention? Click here to view our Academic Intervention Taxonomy Briefs.

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Legend
Full BubbleConvincing evidence
Half BubblePartially convincing evidence
Empty BubbleUnconvincing evidence
Null BubbleData unavailable
NA   Not applicable
Average ES
*The average effect size includes at least one statistically significant individual effect size
An average effect size could not be reported because at least one individual effect size could not be calculated
--No targeted (T) or broader (B) measures were submitted for this study

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Title Study Study Type Study Design Average ES
(Targeted)
(Broader)
Disaggregated ES
Data Available
Visual Analysis Participants Fidelity of Implementation Targeted Measures Broader Measures No. of Outcome Measures Administration Group Size Duration of Intervention Minimum Interventionist Requirements Minimum Training Requirements Intervention Reviewed by WWC or E-ESSA Other Research Potentially Eligible for NCII Review
Achieve Intervention Tracey & Young (2004) Group Design Unconvincing evidence 0.09 (T)
-- (B)
None NA Unconvincing evidence Unconvincing evidence Unconvincing evidence Unconvincing evidence 7 Reading Individual students
Small group of students
45 minutes
2 times a week
20 weeks
Teacher
Specialist
Support Staff/Other
1-2 days of training WWC 0
Burst:Reading Dubal et al. (2012) Group Design Unconvincing evidence 0.11* (T)
-- (B)
Demographic NA Unconvincing evidence Unconvincing evidence Partially convincing evidence Data unavailable 1 Prereading
6 Reading
Small group of students (4-6) 30 minutes
5 times a week
Teacher
Specialist
Support Staff/Other
Training time varies; may be 8+ hours E-ESSA 0
Burst:Reading Pappas et al. (2015) Group Design Unconvincing evidence 0.02 (T)
0.10* (B)
≤20th Percentile, Demographic NA Convincing evidence Unconvincing evidence Convincing evidence Convincing evidence 2 Prereading
9 Reading
Small group of students (4-6) 30 minutes
5 times a week
Teacher
Specialist
Support Staff/Other
Training time varies; may be 8+ hours E-ESSA 0
Classworks Individualized Learning Path Intervention for Language Arts McCollum (2022) Group Design Partially convincing evidence -- (T)
-- (B)
None NA Convincing evidence Unconvincing evidence Unconvincing evidence Convincing evidence 2 Reading Individual students 30 minutes
2 times a week
Teacher
Specialist
Support Staff/Other
Recommended 1-hour kickoff training with a follow-up 1-hour data training within 6-8 weeks No 4
Cover Copy Compare Becker et al. (2009) Single Case Unconvincing evidence NA None Unconvincing evidence Unconvincing evidence Unconvincing evidence Unconvincing evidence Data unavailable 1 Math Individual students
Small group of students
5 minutes
5 times a week
Teacher
Specialist
Support Staff/Other
Training not required No 6
Cover Copy Compare Cieslar et al. (2008) Single Case Partially convincing evidence NA None Partially convincing evidence Convincing evidence Unconvincing evidence Unconvincing evidence Data unavailable 1 Math Individual students
Small group of students
5 minutes
5 times a week
Teacher
Specialist
Support Staff/Other
Training not required No 6
Cover Copy Compare Codding et al. (2007) Single Case Convincing evidence NA None Unconvincing evidence Unconvincing evidence Convincing evidence Unconvincing evidence Data unavailable 1 Math Individual students
Small group of students
5 minutes
5 times a week
Teacher
Specialist
Support Staff/Other
Training not required No 6
Cover Copy Compare Cressey & Ezbicki (2008) Group Design Unconvincing evidence -0.27 (T)
-- (B)
None NA Unconvincing evidence Unconvincing evidence Partially convincing evidence Data unavailable 1 Math Individual students
Small group of students
5 minutes
5 times a week
Teacher
Specialist
Support Staff/Other
Training not required No 6
Cover Copy Compare Poff et al. (2012) Single Case Unconvincing evidence NA None Unconvincing evidence Convincing evidence Unconvincing evidence Unconvincing evidence Data unavailable 1 Math Individual students
Small group of students
5 minutes
5 times a week
Teacher
Specialist
Support Staff/Other
Training not required No 6
Cover Copy Compare Poncy et al. (2007) Single Case Partially convincing evidence NA None Partially convincing evidence Convincing evidence Partially convincing evidence Unconvincing evidence Data unavailable 1 Math Individual students
Small group of students
5 minutes
5 times a week
Teacher
Specialist
Support Staff/Other
Training not required No 6
Early Numeracy Intervention Grade 1 Bryant et al. (2011) Group Design Convincing evidence 0.46* (T)
0.23* (B)
None NA Convincing evidence Convincing evidence Convincing evidence Convincing evidence 11 Math Small group of students (4-5) 25 minutes
3 times a week
19 weeks
Teacher
Specialist
Support Staff/Other
Less than 1 hour of training No 0
Enhanced Core Reading Instruction Fien et al. (2015); Smith et al. (2016) Group Design Convincing evidence 0.43* (T)
0.44* (B)
≤20th Percentile NA Convincing evidence Convincing evidence Convincing evidence Convincing evidence 8 Reading Small group of students (3-5) 30 minutes
5 times a week
30 weeks
Teacher
Specialist
Support Staff/Other
2-3 days of training recommended E-ESSA 0
Failure Free Reading Torgesen et al. (2006) Group Design Partially convincing evidence 0.08 (T)
-0.03 (B)
≤20th Percentile NA Convincing evidence Convincing evidence Convincing evidence Convincing evidence 14 Reading Individual students
Small group of students (2-6 )
45 minutes
5 times a week
4 weeks
Teacher
Specialist
Support Staff/Other
1-4 hours of training WWC & E-ESSA 0
Fast ForWord Language Series Miller et al. (1999) Group Design Convincing evidence 0.59* (T)
† (B)
≤20th Percentile, Demographic NA Convincing evidence Unconvincing evidence Convincing evidence Partially convincing evidence 2 Prereading
1 Reading
Individual students
Small group of students
30 minutes
5 times a week
4 weeks
Teacher
Specialist
Support Staff/Other
4-8 hours of training WWC & E-ESSA 16
Fast ForWord Language Series Scientific Learning Corporation (2004) Group Design Unconvincing evidence 0.44 (T)
0.59 (B)
None NA Convincing evidence Convincing evidence Convincing evidence Convincing evidence 2 Reading Individual students
Small group of students
30 minutes
5 times a week
4 weeks
Teacher
Specialist
Support Staff/Other
4-8 hours of training WWC & E-ESSA 16
Fast ForWord Language Series Slattery (2003) Group Design Partially convincing evidence † (T)
† (B)
None NA Unconvincing evidence Convincing evidence Convincing evidence Convincing evidence 1 Prereading
1 Reading
Individual students
Small group of students
30 minutes
5 times a week
4 weeks
Teacher
Specialist
Support Staff/Other
4-8 hours of training WWC & E-ESSA 16
focusMATH Intensive Intervention Styers & Baird-Wilkerson (2011) Group Design Convincing evidence 0.23* (T)
-- (B)
None NA Convincing evidence Convincing evidence Convincing evidence Data unavailable 15 Math Individual students
Small group of students (6-8)
45 minutes
3 times a week
4 weeks
Teacher
Specialist
Support Staff/Other
Training not required E-ESSA 0
Fraction Face-Off! (previously Fraction Challenge) Fuchs et al. (2012) Group Design Convincing evidence 1.81* (T)
0.92* (B)
≤20th Percentile NA Convincing evidence Convincing evidence Convincing evidence Convincing evidence 4 Math Individual students
Small group of students (2-3)
30 minutes
3 times a week
12 weeks
Teacher
Specialist
Support Staff/Other
1 day of training WWC & E-ESSA 0
Fusion (Whole Number Foundations Level 1) Clarke et al. (2013) Group Design Convincing evidence 0.84* (T)
0.14 (B)
None NA Convincing evidence Convincing evidence Partially convincing evidence Convincing evidence 3 Math Small group of students (3-5) 30 minutes
3 times a week
20 weeks
Teacher
Specialist
Support Staff/Other
1-4 hours of training WWC 0
Headsprout Huffstetter et al. (2010) Group Design Partially convincing evidence † (T)
0.90* (B)
None NA Unconvincing evidence Unconvincing evidence Convincing evidence Convincing evidence 2 Reading Individual students 20 minutes
3 times a week
25 weeks
Teacher
Specialist
Support Staff/Other
1-4 hours of training WWC & E-ESSA 3
Headsprout Tyler et al. (2015) Group Design Unconvincing evidence † (T)
-- (B)
None NA Unconvincing evidence Unconvincing evidence Unconvincing evidence Data unavailable 2 Reading Individual students 20 minutes
3 times a week
25 weeks
Teacher
Specialist
Support Staff/Other
1-4 hours of training WWC & E-ESSA 3
Hot Math Tutoring Fuchs et al. (2008) Group Design Convincing evidence 1.15* (T)
0.60* (B)
None NA Convincing evidence Convincing evidence Convincing evidence Convincing evidence 3 Math Individual students
Small group of students (2-4)
20 minutes
3 times a week
13 weeks
Teacher
Specialist
Support Staff/Other
1 day of training plus follow up by school or district staff WWC & E-ESSA 0
Incremental Rehearsal Burns (2005) Single Case Partially convincing evidence NA None Convincing evidence Convincing evidence Partially convincing evidence Convincing evidence Data unavailable 1 Math Individual students 10 minutes
3 times a week
10 weeks
Teacher
Specialist
Support Staff/Other
Training not required No 9
Incremental Rehearsal Burns (2007) Group Design Convincing evidence 1.45* (T)
-- (B)
None NA Convincing evidence Partially convincing evidence Partially convincing evidence Data unavailable 1 Reading Individual students 10 minutes
3 times a week
10 weeks
Teacher
Specialist
Support Staff/Other
Training not required No 9
Incremental Rehearsal Codding et al. (2010) Single Case Partially convincing evidence NA None Convincing evidence Unconvincing evidence Convincing evidence Convincing evidence Data unavailable 2 Math Individual students 10 minutes
3 times a week
10 weeks
Teacher
Specialist
Support Staff/Other
Training not required No 9
Incremental Rehearsal Matchett & Burns (2009) Single Case Convincing evidence NA None Convincing evidence Convincing evidence Partially convincing evidence Convincing evidence Data unavailable 1 Reading Individual students 10 minutes
3 times a week
10 weeks
Teacher
Specialist
Support Staff/Other
Training not required No 9
Incremental Rehearsal Peterson et al. (2014) Single Case Convincing evidence NA None Convincing evidence Convincing evidence Convincing evidence Convincing evidence Data unavailable 1 Prereading Individual students 10 minutes
3 times a week
10 weeks
Teacher
Specialist
Support Staff/Other
Training not required No 9
iRead Hamilton et al. (2016) Group Design Unconvincing evidence † (T)
0.28 (B)
Demographic NA Convincing evidence Unconvincing evidence Convincing evidence Convincing evidence 2 Prereading
10 Reading
Individual students
Small group of students (3-6)
20 minutes
5 times a week
36 weeks
Teacher
Specialist
Support Staff/Other
Training not required; 1 day of training recommended E-ESSA 1
i-Ready Personalized Instruction for Mathematics Randal et al. (2020) Group Design Partially convincing evidence -- (T)
-- (B)
≤20th Percentile NA Convincing evidence Partially convincing evidence Convincing evidence Data unavailable 4 Math Individual students
Small group of students
10 minutes
1 times a week
18 weeks
Teacher
Specialist
We recommend that each training session last for a minimum of three hours. E-ESSA 5
i-Ready Personalized Instruction for Reading Randal et al. (2020) Group Design Partially convincing evidence -- (T)
-- (B)
≤20th Percentile NA Convincing evidence Partially convincing evidence Convincing evidence Data unavailable 4 Reading Individual students
Small group of students
10 minutes
1 times a week
18 weeks
Teacher
Specialist
We recommend that each training session last for a minimum of three hours. E-ESSA 5
Learning Strategies Curriculum: Assignment Completion Strategy Hughes et al. (2002) Single Case Convincing evidence NA None Convincing evidence Convincing evidence Unconvincing evidence Convincing evidence Convincing evidence 5 Other Individual students
Small group of students (3 -5)
30 minutes
3 times a week
3 weeks
Teacher
Specialist
Support Staff/Other
3 hours of training E-ESSA 0
Learning Strategies Curriculum: Commas Strategies Program Schumaker, Walsh, & Deshler (2019) Group Design Convincing evidence -- (T)
-- (B)
None NA Convincing evidence Convincing evidence Convincing evidence Convincing evidence 3 Other Individual students 45 minutes
5 times a week
Teacher
Specialist
Support Staff/Other
No training time is required. E-ESSA 0
Learning Strategies Curriculum: Essay Test-Taking Strategy Therrien et al. (2009) Group Design Convincing evidence 1.64* (T)
† (B)
None NA Convincing evidence Convincing evidence Partially convincing evidence Convincing evidence 3 Other Individual students
Small group of students (3-7)
45 minutes
4 times a week
2 weeks
Teacher
Specialist
Support Staff/Other
3 hours of training E-ESSA 4
Learning Strategies Curriculum: Fundamentals in the Sentence Writing Strategy Bui, Schumaker, & Deshler (2006) Group Design Convincing evidence -- (T)
-- (B)
None NA Convincing evidence Partially convincing evidence Convincing evidence Convincing evidence 4 Other Individual students
Small group of students (Four to six)
25 minutes
5 times a week
6 weeks
Teacher
Specialist
Three to six hours. E-ESSA 0
Learning Strategies Curriculum: Inference Strategy Fritschmann, Deshler, & Shumaker (2007) Single Case Convincing evidence NA None Convincing evidence Convincing evidence Convincing evidence Convincing evidence Convincing evidence 3 Reading Individual students
Small group of students (4 to 6)
45 minutes
5 times a week
Teacher
Specialist
Approximately 3 hours E-ESSA 0
Learning Strategies Curriculum: LINCS Vocabulary Strategy Harris, Schumaker, & Deshler (2011) Group Design Partially convincing evidence † (T)
0.51* (B)
None NA Convincing evidence Convincing evidence Convincing evidence Convincing evidence 3 Reading Individual students
Small group of students (four to six)
45 minutes
5 times a week
Teacher
Specialist
Approximately two to three hours. E-ESSA 0
Learning Strategies Curriculum: Punctuation Strategies Program Schumaker, Fisher, & Walsh (2019) Group Design Convincing evidence -- (T)
-- (B)
None NA Convincing evidence Convincing evidence Convincing evidence Convincing evidence 3 Other Individual students 45 minutes
5 times a week
Teacher
Support Staff/Other
No training time is required. E-ESSA 0
Learning Strategies Curriculum: Test-Taking Strategy Hughes & Schumaker (1991) Single Case Convincing evidence NA None Convincing evidence Convincing evidence Partially convincing evidence Convincing evidence Unconvincing evidence 2 Other Individual students
Small group of students (4 to 6)
30 minutes
5 times a week
4 weeks
Teacher
Specialist
Approximately 2 to 3 hours E-ESSA 0
Learning Strategies Curriculum: The Word Identification Strategy Lenz & Hughes (1990) Single Case Convincing evidence NA None Convincing evidence Convincing evidence Convincing evidence Convincing evidence Convincing evidence 5 Reading Individual students
Small group of students (8)
A classroom of students
45 minutes
5 times a week
8 weeks
Teacher
Specialist
Typically, a three-hour workshop plus in-class coaching and ongoing follow-up to determine the fidelity of implementation are required. E-ESSA 2
Learning Strategies Curriculum: Word Mapping Strategy Harris, Schumaker, & Deshler (2011) Group Design Partially convincing evidence † (T)
2.48* (B)
None NA Convincing evidence Convincing evidence Convincing evidence Convincing evidence 3 Reading Individual students
Small group of students (4 to 6)
45 minutes
5 times a week
Teacher
Specialist
Approximately three hours E-ESSA 0
Leveled Literacy Intervention System Ransford-Kaldon et al. (2010) Group Design Convincing evidence 0.74* (T)
0.22* (B)
None NA Unconvincing evidence Partially convincing evidence Convincing evidence Convincing evidence 4 Prereading
8 Reading
Small group of students (3) 30 minutes
4 times a week
14 weeks
Teacher
Specialist
Support Staff/Other
Training is not required; 2-3 days of training recommended WWC & E-ESSA 0
Lexia Core5 Reading Macaruso & Rodman (2011) Group Design Unconvincing evidence -- (T)
-- (B)
≤20th Percentile NA Convincing evidence Unconvincing evidence Convincing evidence Convincing evidence 7 Prereading
4 Reading
Individual students
Small group of students
20 minutes
1 times a week
20 weeks
Teacher
Specialist
Support Staff/Other
1-4 hours of initial training, with additional advanced trainings also available WWC & E-ESSA 3
Lexia Core5 Reading Macaruso & Walker (2008) Group Design Partially convincing evidence -0.11 (T)
0.31* (B)
None NA Unconvincing evidence Unconvincing evidence Convincing evidence Convincing evidence 5 Prereading
2 Reading
Individual students
Small group of students
20 minutes
1 times a week
20 weeks
Teacher
Specialist
Support Staff/Other
1-4 hours of initial training, with additional advanced trainings also available WWC & E-ESSA 3
Lexia Core5 Reading Macaruso et al. (2006) Group Design Partially convincing evidence -- (T)
0.16 (B)
≤20th Percentile, Demographic NA Convincing evidence Unconvincing evidence Data unavailable Convincing evidence 1 Prereading
2 Reading
Individual students
Small group of students
20 minutes
1 times a week
20 weeks
Teacher
Specialist
Support Staff/Other
1-4 hours of initial training, with additional advanced trainings also available WWC & E-ESSA 3
Lexia Core5 Reading Macaruso et al. (2020) Group Design Unconvincing evidence 0.08* (T)
-- (B)
≤20th Percentile NA Unconvincing evidence Partially convincing evidence Convincing evidence Data unavailable 1 Reading Individual students
Small group of students
20 minutes
1 times a week
20 weeks
Teacher
Specialist
Support Staff/Other
1-4 hours of initial training, with additional advanced trainings also available WWC & E-ESSA 3
Lexia Core5 Reading O'Callaghan et al. (2016) Group Design Convincing evidence -- (T)
-- (B)
None NA Convincing evidence Unconvincing evidence Convincing evidence Data unavailable 3 Prereading Individual students
Small group of students
20 minutes
1 times a week
20 weeks
Teacher
Specialist
Support Staff/Other
1-4 hours of initial training, with additional advanced trainings also available WWC & E-ESSA 3
Lexia Core5 Reading Schechter et al. (2015) Group Design Partially convincing evidence 0.29 (T)
-- (B)
≤20th Percentile, Demographic NA Convincing evidence Partially convincing evidence Convincing evidence Data unavailable 3 Reading Individual students
Small group of students
20 minutes
1 times a week
20 weeks
Teacher
Specialist
Support Staff/Other
1-4 hours of initial training, with additional advanced trainings also available WWC & E-ESSA 3
Lexia Core5 Reading Wilkes et al. (2016) Group Design Partially convincing evidence -- (T)
-- (B)
≤20th Percentile NA Convincing evidence Partially convincing evidence Data unavailable Convincing evidence 1 Reading Individual students
Small group of students
20 minutes
1 times a week
20 weeks
Teacher
Specialist
Support Staff/Other
1-4 hours of initial training, with additional advanced trainings also available WWC & E-ESSA 3
Lexia® PowerUp Literacy® Hurwitz (2020) Group Design Partially convincing evidence -- (T)
0.20 (B)
≤20th Percentile NA Unconvincing evidence Unconvincing evidence Data unavailable Convincing evidence 1 Reading Individual students
Small group of students
25 minutes
3 times a week
32 weeks
Teacher
Specialist
Support Staff/Other
1-4 hours for initial training, with additional advanced trainings also available WWC & E-ESSA 0
MATH 180 HMH (2014) Group Design Unconvincing evidence -- (T)
-- (B)
Demographic NA Convincing evidence Unconvincing evidence Data unavailable Convincing evidence 1 Math Small group of students (12) 53 minutes
5 times a week
Teacher
Specialist
Support Staff/Other
2-3 days of training E-ESSA 2
Math Interactive Learning Experience (MILE) Kable et al. (2007); Bertrand (2009); Coles et al. (2009) Group Design Partially convincing evidence -- (T)
-- (B)
≤20th Percentile NA Convincing evidence Unconvincing evidence Data unavailable Convincing evidence 3 Math Individual students 40 minutes
1 times a week
12 weeks
Teacher
Specialist
Support Staff/Other
Instructors are recommended to attend a one and one-half day workshop about MILE. No 1
Math Recovery Smith et al. (2007) Group Design Partially convincing evidence -- (T)
-- (B)
None NA Unconvincing evidence Convincing evidence Unconvincing evidence Convincing evidence 6 Math Individual students
Small group of students (3-4)
30 minutes
4 times a week
12 weeks
Teacher
Specialist
Support Staff/Other
12 month PD course with onsite mentoring E-ESSA 0
MindPlay Virtual Reading Coach Crews (2004) Group Design Unconvincing evidence -- (T)
† (B)
None NA Unconvincing evidence Unconvincing evidence Data unavailable Convincing evidence 3 Reading Individual students
Small group of students (2-4)
30 minutes
4 times a week
10 weeks
Teacher
Specialist
Support Staff/Other
4-8 hours of training E-ESSA 0
MindPlay Virtual Reading Coach Serido & Wilhelm (2006) Group Design Partially convincing evidence -- (T)
0.26* (B)
None NA Unconvincing evidence Unconvincing evidence Data unavailable Convincing evidence 3 Reading Individual students
Small group of students (2-4)
30 minutes
4 times a week
10 weeks
Teacher
Specialist
Support Staff/Other
4-8 hours of training E-ESSA 0
MindPlay Virtual Reading Coach Serido & Wilhelm (2008) Group Design Partially convincing evidence -- (T)
0.04 (B)
None NA Unconvincing evidence Unconvincing evidence Unconvincing evidence Convincing evidence 7 Reading Individual students
Small group of students (2-4)
20 minutes
4 times a week
10 weeks
Teacher
Specialist
Support Staff/Other
4-8 hours of training E-ESSA 0
Number Rockets Fuchs et al. (2005) Group Design Convincing evidence 0.45* (T)
0.11 (B)
None NA Convincing evidence Convincing evidence Convincing evidence Convincing evidence 7 Math Individual students
Small group of students (2-3)
40 minutes
3 times a week
16 weeks
Teacher
Specialist
Support Staff/Other
1 day of training plus follow up by school or district staff E-ESSA 2
NumberShire Level 1 Fien et al. (2015); Smith et al. (2016) Group Design Convincing evidence 0.17* (T)
0.01 (B)
None NA Convincing evidence Convincing evidence Convincing evidence Convincing evidence 7 Math Individual students
Small group of students
15 minutes
4 times a week
12 weeks
Teacher
Specialist
Support Staff/Other
Training not required E-ESSA 0
Pirate Math Equation Quest Powell et al. (2020) Group Design Partially convincing evidence 0.99* (T)
-- (B)
None NA Convincing evidence Partially convincing evidence Convincing evidence Data unavailable 3 Math Individual students 30 minutes
3 times a week
15 weeks
Teacher
Specialist
The interventionist should read the Pirate Math Equation Quest teacher manual and become familiar with the intervention materials. No 0
Pirate Math Individual Tutoring Fuchs et al. (2009) Group Design Convincing evidence 4.85* (T)
3.16* (B)
None NA Convincing evidence Convincing evidence Convincing evidence Convincing evidence 7 Math Individual students 20 minutes
3 times a week
16 weeks
Teacher
Specialist
Support Staff/Other
4-8 hours of training E-ESSA 3
Promoting Acceleration of Comprehension and Content Through Text (PACT) Swanson et al. (2017) Group Design Partially convincing evidence † (T)
† (B)
None NA Unconvincing evidence Convincing evidence Partially convincing evidence Convincing evidence 4 Reading
1 History & Social Sciences
Small group of students (8-10) 45 minutes
5 times a week
36 weeks
Teacher
Specialist
Support Staff/Other
Training not required WWC & E-ESSA 8
QuickReads Vadasy & Sanders (2008) Group Design Convincing evidence 0.22 (T)
0.21* (B)
None NA Convincing evidence Convincing evidence Convincing evidence Convincing evidence 6 Reading Individual students
Small group of students (6)
15 minutes
3 times a week
28 weeks
Teacher
Specialist
Support Staff/Other
Training not required; 3 hours of training recommended E-ESSA 2
READ 180 Universal Hamilton et al. (2011) Group Design Convincing evidence -- (T)
0.07* (B)
None NA Convincing evidence Unconvincing evidence Data unavailable Convincing evidence 9 Reading Individual students
Small group of students (5-6)
90 minutes
5 times a week
Teacher
Specialist
Support Staff/Other
2 days of training WWC & E-ESSA 5
READ 180 Universal Kim et al. (2011) Group Design Convincing evidence -- (T)
† (B)
None NA Unconvincing evidence Unconvincing evidence Data unavailable Convincing evidence 3 Reading
1 Other
Individual students
Small group of students (5-6)
90 minutes
5 times a week
Teacher
Specialist
Support Staff/Other
2 days of training WWC & E-ESSA 5
READ 180 Universal Lang et al. (2009) Group Design Convincing evidence -- (T)
0.03* (B)
None NA Unconvincing evidence Partially convincing evidence Data unavailable Convincing evidence 2 Reading Individual students
Small group of students (5-6)
90 minutes
5 times a week
Teacher
Specialist
Support Staff/Other
2 days of training WWC & E-ESSA 5
READ 180 Universal Scholastic Research (2008); White & Haslam (2005a); White & Haslam (2005b) Group Design Partially convincing evidence -- (T)
† (B)
Demographic NA Convincing evidence Unconvincing evidence Data unavailable Convincing evidence 8 Reading Individual students
Small group of students (5-6)
90 minutes
5 times a week
Teacher
Specialist
Support Staff/Other
2 days of training WWC & E-ESSA 5
READ 180 Universal Sprague et al. (2011) Group Design Convincing evidence -- (T)
0.20* (B)
None NA Unconvincing evidence Unconvincing evidence Data unavailable Convincing evidence 2 Reading Individual students
Small group of students (5-6)
90 minutes
5 times a week
Teacher
Specialist
Support Staff/Other
2 days of training WWC & E-ESSA 5
Read Aloud Small-Group Curriculum Fien et al. (2011) Group Design Convincing evidence † (T)
† (B)
None NA Convincing evidence Convincing evidence Convincing evidence Convincing evidence 3 Reading Small group of students (2-5) 20 minutes
4 times a week
9 weeks
Teacher
Specialist
Support Staff/Other
4-8 hours of training No 1
Read Naturally Christ & Davie (2009) Group Design Partially convincing evidence † (T)
-0.07 (B)
None NA Unconvincing evidence Convincing evidence Convincing evidence Convincing evidence 9 Reading Individual students
Small group of students
30 minutes
3 times a week
Teacher
Specialist
Support Staff/Other
1 day of training WWC & E-ESSA 6
Read Naturally Heistad (2005) Group Design Partially convincing evidence † (T)
-- (B)
None NA Unconvincing evidence Unconvincing evidence Convincing evidence Data unavailable 3 Reading Individual students
Small group of students
30 minutes
3 times a week
Teacher
Specialist
Support Staff/Other
1 day of training WWC & E-ESSA 6
Read Naturally Tucker & Jones (2010) Group Design Unconvincing evidence 0.71 (T)
-- (B)
None NA Convincing evidence Unconvincing evidence Convincing evidence Data unavailable 3 Reading Individual students
Small group of students
30 minutes
3 times a week
Teacher
Specialist
Support Staff/Other
1 day of training WWC & E-ESSA 6
Read Right Scott et al. (2010) Group Design Convincing evidence -- (T)
0.20* (B)
None NA Convincing evidence Partially convincing evidence Data unavailable Convincing evidence 1 Reading Individual students
Small group of students (5)
40 minutes
2 times a week
9 weeks
Teacher
Specialist
Support Staff/Other
Hands-on training (students present) for 7 weeks E-ESSA 0
Reading for All Learners Callow-Heusser & Sanborn (2016) Group Design Convincing evidence 0.26 (T)
-- (B)
None NA Convincing evidence Unconvincing evidence Convincing evidence Data unavailable 3 Prereading
2 Reading
Individual students
Small group of students (2-6)
20 minutes
5 times a week
8 weeks
Teacher
Specialist
Support Staff/Other
Training not required No 1
Reading Plus Reutzel et al. (2012) Group Design Unconvincing evidence -- (T)
0.68* (B)
None NA Convincing evidence Unconvincing evidence Data unavailable Convincing evidence 2 Reading Individual students 45 minutes
4 times a week
16 weeks
Teacher
Specialist
Support Staff/Other
4-8 hours of training WWC & E-ESSA 1
Reading Recovery Center et al. (1995) Group Design Unconvincing evidence 1.45* (T)
0.90* (B)
None NA Convincing evidence Unconvincing evidence Convincing evidence Partially convincing evidence 3 Prereading
11 Reading
Individual students 30 minutes
5 times a week
12 weeks
Teacher
Specialist
Support Staff/Other
An academic year of training with university credit WWC & E-ESSA 3
Reading Recovery Iversen & Tunmer (1993) Group Design Unconvincing evidence 4.11* (T)
† (B)
None NA Convincing evidence Unconvincing evidence Convincing evidence Convincing evidence 5 Prereading
5 Reading
Individual students 30 minutes
5 times a week
12 weeks
Teacher
Specialist
Support Staff/Other
An academic year of training with university credit WWC & E-ESSA 3
Reading Recovery May et al. (2016) Group Design Convincing evidence † (T)
† (B)
None NA Convincing evidence Unconvincing evidence Convincing evidence Convincing evidence 5 Reading Individual students 30 minutes
5 times a week
12 weeks
Teacher
Specialist
Support Staff/Other
An academic year of training with university credit WWC & E-ESSA 3
Reading Recovery Schwartz (2005) Group Design Convincing evidence 1.13* (T)
† (B)
None NA Convincing evidence Unconvincing evidence Convincing evidence Convincing evidence 3 Prereading
7 Reading
Individual students 30 minutes
5 times a week
12 weeks
Teacher
Specialist
Support Staff/Other
An academic year of training with university credit WWC & E-ESSA 3
Reflex Rudel (2016) Group Design Convincing evidence 0.84* (T)
-- (B)
Demographic NA Unconvincing evidence Unconvincing evidence Convincing evidence Data unavailable 1 Math Individual students 10 minutes
2 times a week
Teacher
Specialist
Support Staff/Other
Training not required; 90 minutes recommended E-ESSA 0
Reflex Sarrell (2014) Group Design Partially convincing evidence 0.58* (T)
-- (B)
None NA Convincing evidence Unconvincing evidence Convincing evidence Data unavailable 1 Math Individual students 10 minutes
2 times a week
Teacher
Specialist
Support Staff/Other
Training not required; 90 minutes recommended E-ESSA 0
Responsive Reading Instruction Denton et al. (2010) Group Design Partially convincing evidence † (T)
0.40* (B)
None NA Convincing evidence Convincing evidence Convincing evidence Convincing evidence 2 Prereading
13 Reading
Small group of students (3-5) 40 minutes
5 times a week
Teacher
Specialist
Support Staff/Other
Training not required WWC & E-ESSA 0
Responsive Reading Instruction Mathes et al. (2005) Group Design Partially convincing evidence † (T)
† (B)
None NA Unconvincing evidence Convincing evidence Convincing evidence Convincing evidence 1 Prereading
7 Reading
1 Other
Small group of students (3-5) 40 minutes
5 times a week
Teacher
Specialist
Support Staff/Other
Training not required WWC & E-ESSA 0
ROOTS (Whole Number Foundations Level K) Clarke et al. (2011) Group Design Partially convincing evidence -- (T)
0.21 (B)
None NA Convincing evidence Convincing evidence Data unavailable Convincing evidence 4 Math Small group of students (5) 20 minutes
5 times a week
18 weeks
Teacher
Specialist
Support Staff/Other
1-4 hours of training WWC & E-ESSA 0
ROOTS (Whole Number Foundations Level K) Clarke et al. (2015) Group Design Convincing evidence 0.75* (T)
0.34* (B)
None NA Convincing evidence Convincing evidence Convincing evidence Convincing evidence 5 Math Small group of students (5) 20 minutes
5 times a week
18 weeks
Teacher
Specialist
Support Staff/Other
1-4 hours of training WWC & E-ESSA 0
ROOTS (Whole Number Foundations Level K) Clarke et al. (2020) Group Design Convincing evidence 0.81* (T)
0.25* (B)
≤20th Percentile NA Convincing evidence Convincing evidence Convincing evidence Convincing evidence 5 Math Small group of students (5) 20 minutes
5 times a week
18 weeks
Teacher
Specialist
Support Staff/Other
1-4 hours of training WWC & E-ESSA 0
Seeing Stars: Symbol Imagery for Phonological and Orthographic Processing in Reading and Spelling  Bell, Hungerford et al. (n.d) Group Design Partially convincing evidence 0.49* (T)
0.19* (B)
None NA Convincing evidence Unconvincing evidence Convincing evidence Convincing evidence 10 Reading
1 Other
Individual students
Small group of students (1-5)
60 minutes
5 times a week
16 weeks
Teacher
Specialist
Support Staff/Other
13.5 hours of initial training, then mentoring until program competency and delivery are met. E-ESSA 1
Seeing Stars: Symbol Imagery for Phonological and Orthographic Processing in Reading and Spelling  Bell, Worthington, et al. (n.d) Group Design Unconvincing evidence 0.54* (T)
0.03 (B)
None NA Convincing evidence Partially convincing evidence Convincing evidence Convincing evidence 10 Reading
1 Other
Individual students
Small group of students (1-5)
60 minutes
5 times a week
16 weeks
Teacher
Specialist
Support Staff/Other
13.5 hours of initial training, then mentoring until program competency and delivery are met. E-ESSA 1
Seeing Stars: Symbol Imagery for Phonological and Orthographic Processing in Reading and Spelling  Christodoulou et al. (2017) Group Design Partially convincing evidence -- (T)
-- (B)
None NA Convincing evidence Unconvincing evidence Convincing evidence Data unavailable 6 Reading Individual students
Small group of students (1-5)
60 minutes
5 times a week
16 weeks
Teacher
Specialist
Support Staff/Other
13.5 hours of initial training, then mentoring until program competency and delivery are met. E-ESSA 1
Seeing Stars: Symbol Imagery for Phonological and Orthographic Processing in Reading and Spelling  Huber et al. (2018) Group Design Unconvincing evidence † (T)
-- (B)
None NA Unconvincing evidence Unconvincing evidence Unconvincing evidence Data unavailable 3 Reading Individual students
Small group of students (1-5)
60 minutes
5 times a week
16 weeks
Teacher
Specialist
Support Staff/Other
13.5 hours of initial training, then mentoring until program competency and delivery are met. E-ESSA 1
Seeing Stars: Symbol Imagery for Phonological and Orthographic Processing in Reading and Spelling  Romeo et al. (2017) Group Design Partially convincing evidence † (T)
† (B)
Demographic NA Unconvincing evidence Unconvincing evidence Convincing evidence Unconvincing evidence 5 Reading Individual students
Small group of students (1-5)
60 minutes
5 times a week
16 weeks
Teacher
Specialist
Support Staff/Other
13.5 hours of initial training, then mentoring until program competency and delivery are met. E-ESSA 1
Sound Partners (1-3) Vadasy et al. (2005) Group Design Partially convincing evidence 0.80* (T)
-- (B)
None NA Convincing evidence Partially convincing evidence Convincing evidence Convincing evidence 4 Prereading
10 Reading
1 Other
Individual students 30 minutes
4 times a week
25 weeks
Teacher
Specialist
Support Staff/Other
1-4 hours of training WWC & E-ESSA 4
Sound Partners Kindergarten Vadasy & Sanders (2008) Group Design Partially convincing evidence 0.22* (T)
0.39 (B)
None NA Convincing evidence Convincing evidence Convincing evidence Convincing evidence 2 Prereading
4 Reading
1 Other
Individual students
Small group of students (2)
30 minutes
4 times a week
20 weeks
Teacher
Specialist
Support Staff/Other
4 hours initial training WWC & E-ESSA 4
Sound Partners Kindergarten Vadasy & Sanders (2010) Group Design Convincing evidence 0.76* (T)
0.40* (B)
None NA Unconvincing evidence Convincing evidence Convincing evidence Convincing evidence 2 Prereading
4 Reading
1 Other
Individual students
Small group of students (2)
30 minutes
4 times a week
20 weeks
Teacher
Specialist
Support Staff/Other
4 hours initial training WWC & E-ESSA 4
Sound Partners Kindergarten Vadasy et al. (2006) Group Design Convincing evidence -- (T)
-- (B)
≤20th Percentile NA Convincing evidence Convincing evidence Convincing evidence Convincing evidence 2 Prereading
4 Reading
1 Other
Individual students
Small group of students (2)
30 minutes
4 times a week
20 weeks
Teacher
Specialist
Support Staff/Other
4 hours initial training WWC & E-ESSA 4
Spring Math Codding et al. (2016) Group Design Partially convincing evidence 0.52 (T)
0.14 (B)
≤20th Percentile NA Convincing evidence Convincing evidence Convincing evidence Convincing evidence 3 Math Individual students
Small group of students (Classwide interventions are also available if a majority of the students in a group are identified as needing additional support during screening.)
15 minutes
5 times a week
15 weeks
Teacher
Specialist
1-3 hours for onboarding training directly with school teams No 0
Spring Math VanDerHeyden et al. (2015) Group Design Convincing evidence 0.68* (T)
0.10 (B)
≤20th Percentile, Demographic NA Convincing evidence Convincing evidence Convincing evidence Convincing evidence 8 Math Individual students
Small group of students (Classwide interventions are also available if a majority of the students in a group are identified as needing additional support during screening.)
15 minutes
5 times a week
15 weeks
Teacher
Specialist
1-3 hours for onboarding training directly with school teams No 0
SRSD for Writing Strategies Graham et al. (2005) Group Design Partially convincing evidence † (T)
-- (B)
None NA Convincing evidence Convincing evidence Convincing evidence Data unavailable 15 Other Individual students
Small group of students (2-4)
20 minutes
3 times a week
6 weeks
Teacher
Specialist
Support Staff/Other
6-12 hours of training WWC & E-ESSA 53
SRSD for Writing Strategies Harris et al. (2006) Group Design Partially convincing evidence † (T)
-- (B)
None NA Convincing evidence Convincing evidence Convincing evidence Data unavailable 15 Other Individual students
Small group of students (2-4)
20 minutes
3 times a week
6 weeks
Teacher
Specialist
Support Staff/Other
6-12 hours of training WWC & E-ESSA 53
SRSD for Writing Strategies Lane et al. (2011) Group Design Convincing evidence 0.72* (T)
0.80* (B)
None NA Convincing evidence Convincing evidence Convincing evidence Convincing evidence 14 Other Individual students
Small group of students (2-4)
20 minutes
3 times a week
6 weeks
Teacher
Specialist
Support Staff/Other
6-12 hours of training WWC & E-ESSA 53
Stepping Stones to Literacy Nelson et al. (2010) Group Design Convincing evidence † (T)
0.20 (B)
None NA Convincing evidence Partially convincing evidence Convincing evidence Convincing evidence 3 Prereading
1 Reading
Individual students
Small group of students (2-5)
20 minutes
5 times a week
10 weeks
Teacher
Specialist
Support Staff/Other
Training not required WWC 0
Stepping Stones to Literacy Nelson, Benner, & Gonzalez (2005) Group Design Convincing evidence † (T)
† (B)
None NA Convincing evidence Convincing evidence Convincing evidence Convincing evidence 4 Prereading
2 Reading
Individual students
Small group of students (2-5)
20 minutes
5 times a week
10 weeks
Teacher
Specialist
Support Staff/Other
Training not required WWC 0
Stepping Stones to Literacy Nelson, Stage, Epstein, & Pierce (2005) Group Design Convincing evidence 0.82* (T)
† (B)
None NA Convincing evidence Convincing evidence Convincing evidence Convincing evidence 3 Prereading
2 Reading
Individual students
Small group of students (2-5)
20 minutes
5 times a week
10 weeks
Teacher
Specialist
Support Staff/Other
Training not required WWC 0
Strategic Math Series: Partial Products Flores & Milton (2020) Single Case Convincing evidence NA None Convincing evidence Convincing evidence Convincing evidence Convincing evidence Data unavailable 1 Math Individual students
Small group of students (2-8)
25 minutes
2 times a week
4 weeks
Teacher
Specialist
Training not required No 1
Strategic Math Series: Standard Algorithm Flores & Hinton (2019) Single Case Convincing evidence NA None Convincing evidence Convincing evidence Convincing evidence Convincing evidence Data unavailable 1 Math Small group of students (2-10) 30 minutes
3 times a week
6 weeks
Teacher
Specialist
Training not required No 2
Strategic Math Series: Standard Algorithm Flores, Hinton, & Schweck (2014) Single Case Convincing evidence NA None Convincing evidence Convincing evidence Convincing evidence Convincing evidence Data unavailable 1 Math Small group of students (2-10) 30 minutes
3 times a week
6 weeks
Teacher
Specialist
Training not required No 2
Strategic Math Series: Standard Algorithm Flores, Hinton, & Strozier (2014) Single Case Convincing evidence NA None Convincing evidence Convincing evidence Convincing evidence Convincing evidence Data unavailable 4 Math Small group of students (2-10) 30 minutes
3 times a week
6 weeks
Teacher
Specialist
Training not required No 2
Structured Supplemental Spelling Instruction Graham et al. (2002) Group Design Partially convincing evidence † (T)
† (B)
None NA Convincing evidence Convincing evidence Convincing evidence Convincing evidence 1 Prereading
2 Reading
6 Other
Small group of students (2) 20 minutes
3 times a week
16 weeks
Teacher
Specialist
Support Staff/Other
Training not required No 0
System 44 Next Generation Beam et al. (2011) Group Design Partially convincing evidence 0.14* (T)
0.02 (B)
None NA Convincing evidence Partially convincing evidence Convincing evidence Convincing evidence 4 Prereading
6 Reading
Small group of students (5-7) 60 minutes
5 times a week
Teacher
Specialist
4-8 hours of training No 2
System 44 Next Generation Beam et al. (2012) Group Design Convincing evidence † (T)
0.18* (B)
None NA Convincing evidence Unconvincing evidence Convincing evidence Convincing evidence 4 Prereading
4 Reading
Small group of students (5-7) 60 minutes
5 times a week
Teacher
Specialist
4-8 hours of training No 2
Taped Problems Bliss et al. (2010) Single Case Convincing evidence NA None Partially convincing evidence Unconvincing evidence Partially convincing evidence Unconvincing evidence Data unavailable 1 Math Individual students 8 minutes
5 times a week
3 weeks
Teacher
Training not required No 0
Taped Problems Cressey & Ezbicki (2008) Group Design Unconvincing evidence 0.03 (T)
-- (B)
None NA Unconvincing evidence Unconvincing evidence Convincing evidence Data unavailable 1 Math Individual students 8 minutes
5 times a week
3 weeks
Teacher
Training not required No 0
Taped Problems Krohn et al. (2012) Single Case Convincing evidence NA None Convincing evidence Unconvincing evidence Partially convincing evidence Partially convincing evidence Data unavailable 1 Math Individual students 8 minutes
5 times a week
3 weeks
Teacher
Training not required No 0
Taped Problems McCallum & Schmitt (2011) Single Case Convincing evidence NA None Partially convincing evidence Convincing evidence Partially convincing evidence Unconvincing evidence Data unavailable 1 Math Individual students 8 minutes
5 times a week
3 weeks
Teacher
Training not required No 0
Taped Problems McCallum et al. (2004) Single Case Convincing evidence NA None Partially convincing evidence Unconvincing evidence Partially convincing evidence Unconvincing evidence Data unavailable 1 Math Individual students 8 minutes
5 times a week
3 weeks
Teacher
Training not required No 0
Taped Problems Poncy et al. (2007) Single Case Convincing evidence NA None Convincing evidence Convincing evidence Unconvincing evidence Unconvincing evidence Data unavailable 1 Math Individual students 8 minutes
5 times a week
3 weeks
Teacher
Training not required No 0
Tutoring Buddy DuBois et al. (2014) Group Design Partially convincing evidence 0.74* (T)
0.87* (B)
None NA Unconvincing evidence Partially convincing evidence Convincing evidence Convincing evidence 3 Prereading Individual students 5 minutes
3 times a week
6 weeks
Teacher
Specialist
Support Staff/Other
1-4 hours of training E-ESSA 0
Tutoring Buddy DuBois et al. (2016) Single Case Partially convincing evidence NA None Convincing evidence Unconvincing evidence Partially convincing evidence Convincing evidence Convincing evidence 3 Prereading Individual students 5 minutes
3 times a week
6 weeks
Teacher
Specialist
Support Staff/Other
1-4 hours of training E-ESSA 0
Tutoring Buddy Volpe et al. (2011) Single Case Partially convincing evidence NA None Partially convincing evidence Unconvincing evidence Partially convincing evidence Convincing evidence Data unavailable 2 Prereading Individual students 5 minutes
3 times a week
6 weeks
Teacher
Specialist
Support Staff/Other
1-4 hours of training E-ESSA 0
Visualizing and Verbalizing for Language Comprehension and Thinking Burke et al. (2005) Group Design Unconvincing evidence 0.56* (T)
0.51* (B)
None NA Convincing evidence Unconvincing evidence Convincing evidence Convincing evidence 10 Reading
1 Other
Individual students
Small group of students (1-5)
60 minutes
5 times a week
16 weeks
Teacher
Specialist
Support Staff/Other
13.5 hours of initial training, then mentoring until program competency and delivery are met. WWC & E-ESSA 4
Words Their Way: Word Study In Action Developmental Model Eddy et al. (2011) Group Design Convincing evidence 0.11 (T)
0.00 (B)
None NA Convincing evidence Convincing evidence Convincing evidence Convincing evidence 2 Prereading
1 Reading
2 Other
Individual students
Small group of students (6)
15 minutes
5 times a week
38 weeks
Teacher
Specialist
Support Staff/Other
1-4 hours of training E-ESSA 0

The National Center on Intensive Intervention publishes this chart to assist educators and families in becoming informed consumers who can select intervention programs that best meet their individual needs.

The Center's Technical Review Committee (TRC) on Academic Intervention independently established a set of criteria for evaluating the scientific rigor of studies demonstrating the efficacy of instructional intervention programs. The TRC rated each submitted study against these criteria but did not compare it to other studies on the chart. The presence of a particular program on the chart does not constitute endorsement and should not be viewed as a recommendation from either the TRC on Academic Intervention or the National Center on Intensive Intervention.