FCRR Reports

Important Note
FCRR Reports are prepared in response to requests from Florida school districts for review of specific reading programs. The reports are intended to be a source of information about programs that will help teachers, principals, and district personnel in their choice of materials that can be used by skilled teachers to provide effective instruction. In addition to describing programs and their use, these reports provide information on the extent to which their content, organization, and instructional strategies are consistent with scientifically based research in reading. Whether or not a program has been reviewed does not constitute endorsement or lack of endorsement by FCRR. The programs for which reports are available do not constitute an "approved" or "required" list, since many potentially useful programs have not yet been reviewed.

Comprehensive Core Reading Programs

A Comprehensive Core Reading Program (CCRP) is intended to be the initial instructional tool used to guide high quality instruction in K-5 classrooms. The CCRP correlates to all Reading and Language Arts Sunshine State Standards and includes instructional content based on the five essential components of reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension. The CCRP contains instructional design components including explicit instructional strategies, coordinated instructional sequences, ample practice opportunities, and aligned student materials.

Supplemental Intervention Reading Programs or Comprehensive Intervention Reading Programs

Supplemental Intervention Reading Programs (SIRP) are intended for flexible use as part of differentiated instruction or as interventions that meet student learning needs in one or more specific areas (phonemic awareness, phonics, fluency, vocabulary, and comprehension). Most students can benefit from the additional instruction and practice provided by Supplemental Intervention Reading Programs.

Comprehensive Intervention Reading Programs (CIRP) guide more intensive instruction in all five of the essential components of reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension. These programs are intended for students who are reading one or more years below grade level and who are experiencing difficulty with a broad range of reading skills. The instruction provided through these programs should accelerate growth in reading with the goal of moving students to grade level proficiency. CIRPs also provide more frequent assessments of student progress and more systematic review in order to ensure proper pacing of instruction and mastery of all instructional components.

Technology-Based Programs

These core, supplemental, or intervention programs include the use of technology to support instruction.

Programs that may be Implemented by Tutors or Mentors

These materials may be appropriate for Volunteers (Tutors or Mentors) to implement. It is important to note that training and supervision are critical components for successful student outcomes.

Supplemental Intervention Reading Programs or Comprehensive Intervention Reading Programs for Students Above Third Grade

These materials can be used to guide instruction for students who are lagging behind in reading.

Pre-Kindergarten Programs

These materials are intended to support literacy instruction for children in Pre-K classrooms.

Professional Development

These programs focus on improving the knowledge and skills of educators in the area of reading instruction. Ongoing professional development is essential to the long term success of any reading program.

Alphabetized Index of FCRR Reports

The critical features of reading programs are indicated on this table. Educators are encouraged to read the full report to determine which programs best fit the needs of their students.

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About Mission Center Research Presentations and Publications Curriculum and Instruction -FCRR Reports -Student Center Activities K-1 -Student Center Activities 2-3 -Student Center Activities 4-5 -Frequently Asked Questions About the K-5 Student Center Activities -Frequently Asked Questions About Reading Instruction -For Parents Assessment Programs Progress Monitoring and Reporting Network Training/Technical Assistance Projects Professional Development PIRT Doctoral Training Resources/Partners FCRR Media/Podcasts Employment Opportunities A Florida State University Center	FCRR Reports Important Note FCRR Reports are prepared in response to requests from Florida school districts for review of specific reading programs. The reports are intended to be a source of information about programs that will help teachers, principals, and district personnel in their choice of materials that can be used by skilled teachers to provide effective instruction. In addition to describing programs and their use, these reports provide information on the extent to which their content, organization, and instructional strategies are consistent with scientifically based research in reading. Whether or not a program has been reviewed does not constitute endorsement or lack of endorsement by FCRR. The programs for which reports are available do not constitute an "approved" or "required" list, since many potentially useful programs have not yet been reviewed. Comprehensive Core Reading Programs A Comprehensive Core Reading Program (CCRP) is intended to be the initial instructional tool used to guide high quality instruction in K-5 classrooms. The CCRP correlates to all Reading and Language Arts Sunshine State Standards and includes instructional content based on the five essential components of reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension. The CCRP contains instructional design components including explicit instructional strategies, coordinated instructional sequences, ample practice opportunities, and aligned student materials. Supplemental Intervention Reading Programs or Comprehensive Intervention Reading Programs Supplemental Intervention Reading Programs (SIRP) are intended for flexible use as part of differentiated instruction or as interventions that meet student learning needs in one or more specific areas (phonemic awareness, phonics, fluency, vocabulary, and comprehension). Most students can benefit from the additional instruction and practice provided by Supplemental Intervention Reading Programs. Comprehensive Intervention Reading Programs (CIRP) guide more intensive instruction in all five of the essential components of reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension. These programs are intended for students who are reading one or more years below grade level and who are experiencing difficulty with a broad range of reading skills. The instruction provided through these programs should accelerate growth in reading with the goal of moving students to grade level proficiency. CIRPs also provide more frequent assessments of student progress and more systematic review in order to ensure proper pacing of instruction and mastery of all instructional components. Technology-Based Programs These core, supplemental, or intervention programs include the use of technology to support instruction. Programs that may be Implemented by Tutors or Mentors These materials may be appropriate for Volunteers (Tutors or Mentors) to implement. It is important to note that training and supervision are critical components for successful student outcomes. Supplemental Intervention Reading Programs or Comprehensive Intervention Reading Programs for Students Above Third Grade These materials can be used to guide instruction for students who are lagging behind in reading. Pre-Kindergarten Programs These materials are intended to support literacy instruction for children in Pre-K classrooms. Professional Development These programs focus on improving the knowledge and skills of educators in the area of reading instruction. Ongoing professional development is essential to the long term success of any reading program. Alphabetized Index of FCRR Reports The critical features of reading programs are indicated on this table. Educators are encouraged to read the full report to determine which programs best fit the needs of their students.