REWARDS Suite of
Powerful Interventions
Developed by award-winning education authors and literacy experts, REWARDS® is a series of short-term reading and writing intervention solutions specifically designed for struggling learners in grades 4–12. The REWARDS suite is a powerful, research-validated and specialized program for adolescent students who struggle reading long, multisyllabic words and comprehending content-area text. With explicit, teacher-led instruction, this intervention gives students new skills to become successful readers.
The series includes REWARDS® Intermediate, REWARDS® Secondary, REWARDS® Plus, and REWARDS® Writing.
REWARDS Intermediate and
REWARDS Secondary
Grades: 4–12
REWARDS Intermediate (grades 4–6) and REWARDS Secondary (grades 6–12) provide strategies for reading long, multisyllabic words to improve comprehension and fluency, giving students the tools to access grade-level content.
REWARDS Plus
Grades: 6–12
REWARDS Plus helps students by extending fluency and comprehension to the content areas of social studies and science.
REWARDS Writing
Grades: 5–12
REWARDS Writing focuses on instruction and practice in three key areas of writing: sharpening word choice, sentence refinement, and editing paragraphs.
REWARDS Key Benefits
Increases student success in content-area classes, especially where advanced reading skills are needed to understand concepts and context
Provides students practice with the types of questions asked on state tests
Increases student fluency, vocabulary knowledge, and comprehension skills
Effectively helps all struggling readers, whether they are English language learners, students with reading disabilities, or those who have simply fallen behind
Explicit and systematic support for teachers guides them to deliver the lessons, provide feedback, and step-by-step instructions for strategies
Short-term intervention that can supplement any curriculum and is designed to be delivered across 20-25 lessons
REWARDS is a Short-Term Intervention That Yields Long-Term Results
Key features include:
- Decoding multisyllabic words
- Identifying and understanding prefixes and suffixes
- Increasing word and passage fluency
- Building academic vocabulary
- Deepening comprehension
- Building self-confidence in reading
- Rapid-paced, engaging, and explicit instruction for teachers
- Constant teacher-student interaction
REWARDS is a Short-Term Intervention That Yields Long-Term Results
Significant gains made across reading levels post-tests indicated that after treatment and maintenance of REWARDS, students in both high- and low-mastery groups made significant gains in word and text reading skills and in oral reading fluency as long as mastery-level criteria were maintained at 80 percent and regardless of whether they practiced with passages or sentences.
REWARDS is the only reading intervention on the market perfectly aligned to recently released national IES Practice Guide recommendations for teachers. This practice guide provides four evidence-based recommendations teachers can use to deliver reading interventions to meet the needs of their students.
Respected Authorship
The REWARDS Difference
In the recent webinar presented by renowned reading expert Dr. Anita Archer, Providing Reading Interventions for Students in Grades 4–9: What the IES Guide and Research Tell Us, she discussed her IES Practice Guide-aligned reading intervention designed for older struggling readers.
REWARDS is the only reading intervention on the market perfectly aligned to recently released national recommendations for teachers to deliver evidence-based interventions that meet the needs of their students. Read more in our brochure.
The language comprehension factor in overall reading achievement becomes more and more important from fourth grade onward. At this age, reading and language arts instruction must include deliberate, systematic, and explicit teaching of word recognition as well as develop students’ subject-matter knowledge, vocabulary, sentence comprehension, and familiarity with language in written texts. The body of research called the science of reading has much to offer these older students who lack foundational reading skills.