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Retrieval, Automaticity, Vocabulary Elaboration, Orthography (RAVE-O)A Comprehensive, Fluency-Based Reading Intervention Program
Maryanne Wolf
Center for Reading and Language Research, Miller Hall, Tufts University, Medford, MA 02155
Lynne Miller
Eliot-Pearson Department of Child Development at Tufts University, Center for Reading and Language Research
Katharine Donnelly
Center for Reading and Language Research
The most important implication of the double-deficit hypothesis (Wolf & Bowers, in this issue) concerns a new emphasis on fluency and automaticity in intervention for children with developmental reading disabilities. The RAVE-O (Retrieval, Automaticity, Vocabulary Elaboration, Orthography) program is an experimental, fluency-based approach to reading intervention that is designed to accompany a phonological analysis program. In an effort to address multiple possible sources of dysfluency in readers with disabilities, the program involves comprehensive emphases both on fluency in word attack, word identification, and comprehension and on automaticity in underlying componential processes (e.g., phonological, orthographic, semantic, and lexical retrieval skills). The goals, theoretical principles, and applied activities of the RAVE-O curriculum are described with particular stress on facilitating the development of rapid orthographic pattern recognition and on changing children's attitudes toward language.
Journal of Learning Disabilities, Vol. 33, No. 4,
375-386 (2000)
DOI: 10.1177/002221940003300408
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