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Soar to Success: An Intermediate Intervention Model

www.eduplace.com/rdg/soar

 

 

Evidence of Effectiveness:

 

**Soar to Success was originally called Project SUCCESS

 

         During the 1995-96 school year, this model was field-tested and revised by two teachers and eleven fourth-grade students reading considerably below level.† After approximately 90 days of instruction, the students gained an average of 3.0 levels in retelling and 2.4 levels in oral reading as measured by the Basic Reading Inventory.† It was concluded that with this amount of growth, the model should be tested more carefully to see if similar gains would be obtained in a more controlled situation.†

 

         An extensive national research study was carried out by the Project SUCCESS developers in 14 locations throughout the United States during the 1996-97 school year.† The population for the study was fourth grade students identified as considerably below-level readers in 24 different schools.† A total of 38 teachers taught Project SUCCESS to 409 students.† The samples for the research groups and the control groups were randomly selected from a pool of students who met the same criteria.†

 

Among the research sites, the Project SUCCESS model was used in the following ways:

 

            Pullout Model: Students went to another teacher for intervention instruction.† They remained in the classroom for their regular reading/language arts instruction.†

 

            In-Class Model: The classroom teacher instructed the Project SUCCESS group as part of his/her daily program, or another professional came into the classroom to teach a SUCCESS group while the classroom teacher worked with other groups.

 

            Extended Day Model: Project SUCCESS instruction was given before or after school.

 

Results.† The Project SUCCESS intervention model proved to be effective in accelerating the reading levels of students reading below grade level in a brief amount of instructional time.† Students in the research group performed significantly better than the control group students on retelling and answering questions on the Qualitative Reading Inventory II, and comprehension on the Gates-MacGinitie Reading Tests after an average of 76 days of instruction.† Students in the Project SUCCESS group also performed significantly better in oral reading after the same amount of instructional time.† Higher percentages of students in the Project SUCCESS groups were reading on fourth grade level or higher after this instructional period.†

 


Program Description:

 

In spite of the successes of early intervention programs, reports of individual teachers and national studies of reading achievement (Mullis, Campbell, & Farstrup, 1993; NAEP, 1994) show that may students in grade three and above are reading considerably below their age-appropriate level.†

 

Soar to Success is a research based reading intervention program for students in grades 3 and above who are reading significantly below grade level.† The program is available in four levels that are typically used in Grades 3-6.† Middle school teachers have successfully used Level 5 and 6 with 7th and 8th graders.† It is a small-group model that uses authentic literature, reciprocal teaching, and graphic organizers in fast-paced lessons to help intermediate grade students accelerate their reading growth.†

 

The Instructional Plan for the program was developed for small groups of 5-7 students in grades three through six.† The teaching model requires a 40-minute daily lesson that is fast-paced and uses authentic literature including fiction and nonfiction selections sequenced from simple to complex.† The following are the major components of each lesson:†

 

         Revisiting: Students reread previously read Soar to Success books or participate in a group conference on independently read books.†

 

         Reviewing: Students summarize the previous day=s reading using the graphic organizer as a prompt.

 

         Rehearsing: Teacher and student in the group complete a guided, cooperative, or independent preview of text to be read.

 

         Reading/Reciprocal Teaching: Students silently read a meaningful chunk of text to verify predictions or answer their questions.†

 

         Responding/Reflecting: Students do one or more of the following as they conclude each day=s lesson:†

         Make a written response

         Complete a portion of a graphic organizer

         Reflect on strategies

         Discuss and share

 

         Home Connection: Making connections between what students are learning and their homes is important to students= successes.† Upon completion of a book, it is sent home with a letter requesting that someone at home have the child read or retell the book just completed.† The letter is then signed and returned to the teacher.

 

Aspects of Reading

 

This program addresses the following aspects of reading:

 

         Phonemic Awareness† Ł

         Phonics Ł

         Fluency Ł

         Vocabulary Ł

         Comprehension Ł

         Motivation Ł

 
 

 

 

 

 

 

 


Correlation to Nevada State Standards

 

Currently being completed.

 

Teacher Support:

 

Soar to Success includes provisions for training, coaching, and monthly follow-up meetings to help teachers become effective intervention teachers.† A training video is provided as a part of the Soar to Success materials.† The Intermediate Intervention Institutes sponsored by Houghton Mifflin provide two days of intensive training for teachers, coaches, and site coordinators.†

 

Equipment Requirements:† None

 

Costs:

 

         18 paperback trade books comprise each level.† Each sequenced collection starts with very easy material and gradually becomes more difficult.

         Other components at each level include a student guide, posters, and a staff development video.

         Staff development is built into the program through the video and fully scripted Teacher=s Manual.

         Professional 2-day training institutes are also available.

 

Total Cost for a Complete Set: $795.00 (includes: 7 copies each of 18 titles; 6 copies of consumable Student Guide; Teacher=s Manual; video; posters)

 

For Information Contact:

 

John Long, Sales Representative

3848 Greenfield Lakes Street

Las Vegas, NV 89122

Phone:† (702) 432-1999

††††† ††††† (800) 450-6599

 

Current Location in Nevada:

 

Clark County School District††††††††††††††††††††††††††††††

Bridger Middle School††††††††††††††††††††††††††††† West Middle School††††††††††††††††† Robinson Middle School†

2505 N. Bruce Street†††††††††††††††††††††††††††††† 2050 Sapphire Stone††††††††††††††††† 825 Marion Drive

N. Las Vegas, NV 89030††††††††††††††††††††††††† Las Vegas, NV 89106††††††††††††††† Las Vegas, NV 89110

Contact:† Jessie Phee††††††††††††††††††††††††††††††† Contact:† Andre DensonContact:† John Hummel

Phone:† (702) 799-7185††††††††††††††††††††††††††† Phone:† (702) 799-3121Phone:† (702) 799-7300

 

Washoe County School District

Bennett Elementary

5900 Sidehill Drive

Sparks, NV 89433

Contact:† Dianne Savage

Phone:† (775) 674-4444