Welcome to FreeReading's Intervention A, a reading intervention program for small groups of one to six kindergarten or first grade students who need additional help with phonological awareness and phonics.
FreeReading is currently used by educators in all 50 states and in over 160 countries. FreeReading Intervention A is the first open-source instructional program to be approved through an official state adoption. The state of Florida recently approved FreeReading as a supplemental reading program that state schools may use during the 2008-2009 school year. To see how FreeReading correlates to Florida state instructional standards, click here. To learn more about FreeReading and the advantages of the program, click here.
The program consists of multiple overlapping strands of instruction (click any title to read more about that strand):
Instructional Strands Strand Description
Phonological Awareness Students learn to blend and segment the sounds in spoken words.
Letter Sounds Students learn to say the most common sound for printed letters.
Letter Writing Students learn the correct way to write letters.
Sounding Out Students put everything they have learned so far together, so that they can take a regular word in print, such as sat, produce the letter-sound pattern, sssaaat, and blend to produce the word, sat. For the first time, they read words.
Word-Form Recognition Students take a regular word in print and say it without sounding out aloud
Irregular Words Students learn to read high-frequency irregular words such as the and was by sight.
Reading Connected Text Students learn to read their first sentence-long stories.
Letter Combinations Students learn to say the most common sounds for letter combinations such as sh and oa and correctly decode VCe words.
Irregular Words II Students expand the set of high-frequency irregular words that they can read by sight.
Advanced Phonics Students learn to read word families, compound words, contractions, double-letter words, silent-letter words, -ed words, and -s words.
Digital curriculum materials developed by Education Services Australia employ a variety of rich contexts, which include interactive narrative structures and ‘game play’ devices to promote engagement for a diverse range of students.
Scaffolding, that is explication of the instructional demands and ongoing feedback to students about their responses, is an integral part of the design of the learning objects. Many objects readily link to a number of curriculum areas, as well as real–life social contexts. Overall, a range of contexts provides students with access to student–focused materials that offer multiple opportunities for literacy progression. The learning objects released to date focus on literary reception, production and critical multiliteracies.
The organising pedagogical framework for the objects is the widely recognised ‘four roles of the reader (four resources)’ model developed by Peter Freebody and Allen Luke. To develop as effective receivers, students must learn to take on a set of roles – ways of interacting with text – to understand and use text on several levels for a variety of purposes.