What is Reading Rescue?

Reading Rescue is a literacy intervention for elementary students and a professional development program for school staff members. Grades served include first, and in some schools, second and/or third grade students. Any member of a school’s staff (paraprofessionals, teachers and in some cases CBO partner staff) can be trained to deliver the research based tutoring that helps accelerate struggling readers’ literacy skills. The training prepares staff members to provide one-on-one, skilled intensive intervention. If schedules permit, instructors can serve more than one student per day.

A school’s Reading Rescue trained instructors accelerate literacy in daily 30 minute sessions. The majority of students who receive the intervention accelerate to grade level within a semester, allowing instructors to serve at least two students each year.

Reading Rescue brings expertise in intervention into schools; not only do the students who are tutored excel, but as a result of improved pedagogical skills, a significant collateral benefit is increased achievement among all the students taught by a school’s Reading Rescue-trained instructors.

What are the Goals of Reading Rescue?

Program Goals

Goals for student participants:

  • Assuring the acquisition of concepts essential for literacy development.
  • Gaining effective, lasting strategies for analyzing words and for comprehending text.
  • Accelerating acquisition of reading skills through the reading at least as many words, if not more, each week as average-performing classmates.

Goals for school staff participants:

  • Equipping school staff members with additional knowledge and skills that can be used to support all students within the school become self sufficient readers.


Key Program Components

 Program Structure

Daily tutoring sessions are are:

Intensive: Daily, fast-paced one-on-one sessions last 30 minutes and have five lesson components mapped to each student’s demonstrated needs.

Comprehensive: Training stresses phonological awareness, phonics, fluency, comprehension and vocabulary development.

Diagnostic and sequential: Assessment data informs instruction within a sequential framework.

Multisensory: incorporating visual, auditory, kinesthetic and tactile teaching methods first described by Orton-Gillingham (1930’s) and since widely recognized by clinicians as effective with the most severely dyslexic students.