Program Description

"RAVE-O (Retrieval, Automaticity, Vocabulary, Engagement - Orthography) is the frist comprehenisce research and evidence-based approach to offer strategic instruction in reading fluency for striving 1st-5th graders. The only known structured literacy approach for students with Rapid Automatized Naming (RAN) weaknesses, the RAVE-O program goes beyond reported reading to help students develop their automaticity in all aspects of word knowledge. Each lesson integrates instruction in phonic, vocabulary, parts of speech, and morphology and supports application to passages, stories and chapter books."

Cost

Full RAVE-O Small Group Intervention Toolkit: $1,250. Individual items and professional training workshops are available for purchase with prices listed

Intended Population

• Intervention
• Intensified intervention

Grade

• Elementary School

Intended Group Size

• Small group

ELL/DLL

• Full

Multisensory Applications

• Yes

Delivery Method

• Print-based delivery

Scripted

• Instructor Scripted

Comprehensive or Skill Specific

• Skill Specific

Placement Tests

• No

Accelerated Learning

• No

Assessment to Monitor Skills Mastery

• Yes

Error Correction Built In

• Unspecified

Fidelity Measures Provided by Publisher

• Unspecified

Research Summary

One study found that an experimental group using the the RAVE-O program in conjunction with another instructional approach appeared to have superior outcomes in phonological control, reading comprehension, and oral reading fluency compared to other groups; however, they were equivalent in other categories. Another study comparing three intervention programs (including RAVE-O) found no significant differences across interventions. Therefore, there is insufficient evidence to support the RAVE-O program at this time.

Study Citations

Deeney, T., Wolf, M., & O’Rourke, A. G. (2001). “I like to take my own sweet time”: Case study of a Child with Naming-Speed Deficits and Reading Disabilities. Journal of Special Education, 35(3), 145. https://doi-org.libproxy.unl.edu/10.1177/002246690103500304

Morris, R. D., Lovett, M. W., Wolf, M., Sevcik, R. A., Steinbach, K. A., Frijters, J. C., & Shapiro, M. B. (2012). Multiple-Component Remediation for Developmental Reading Disabilities: IQ, Socioeconomic Status, and Race as Factors in Remedial Outcome. Journal of Learning Disabilities, 45(2), 99–127. https://doi.org/10.1177/0022219409355472

Sabatini JP, Shore J, Holtzman S, Scarborough HS. (2011). Relative Effectiveness of Reading Intervention Programs for Adults with Low Literacy. J Res Educ Eff;4(2):118-13. doi: 10.1080/19345747.2011.555290. PMID: 22303487; PMCID: PMC3269067.

Evidence-Based Practice (EBP)

• Insufficient evidence