Building Reading Success is a module-based intervention program that develops K–5 students’ proficiency in foundational literacy skills. Authored by Wiley Blevins, the program focuses on fluency—something critical for any student receiving intervention—with daily reading and writing applications, as well as phonics, comprehension, syntax, vocabulary, and word study support. It can be used to supplement any early literacy program.
The instructional routines are representative of the latest Sciences of Reading research and elements of structured literacy. In addition, Advancing Reading Success, the transition module, supports students as they move back to full-time, whole-group instruction to maintain skills after the intervention is completed.
Building Reading Success with Wiley Blevins is built on key guiding principles of strong intervention
"Having 15, 20, 30, and 45 minute session times increases the ability for a classroom teacher to effectively deliver instruction with fidelity within the outlines of a program. Oftentimes, programs are set at a staunch 45-minute per lesson timeframe, and that does not always work.”
“The scaffolding is perfect. It is easy to monitor student progress as they develop their skills.”
“The topics appear to span across a variety of interests while still maintaining continuity and connection. For example, Lesson 1 continues the overall topic of hats while incorporating various hobbies, sports, and experiences. Lesson 2 includes riddles that draw engagement and are relevant to the majority of student experiences.”
“There is an opportunity for some form of writing (whether letter, word, sentence, grammar connection) within almost every component of the lesson, encouraging and supporting connection and retention for students of all abilities and ages.”
“Having the availability of videos to guide teacher instruction on top of a manual is beneficial for anyone who either learns best by watching or anyone who just wants to be able to see things done correctly."
“A transition module specifically designed to promote retention seems like an added benefit to ensuring that students will carry previously learned skills through to independent study, increasing achievement.”