RAVE-O 

Evidence-based literacy intervention curriculum for students in grades 1-5 featuring our POSSUM Approach. Available through Nido Learning.

RAVE-O is a research-based intervention program grounded in cognitive science and designed to support struggling readers through systematic, evidence-informed instruction. Learn more at nidolearning.com

RAVE-O is a research-based, structured literacy program designed to build students’ reading fluency and comprehension through a multi-componential approach. Explore RAVE-O’s evidence at Nido Learning.

Each unit in RAVE-O teaches students metacognitive strategies that develop skills in multiple components of reading, including phonics, phoneme awareness, English orthography, vocabulary, syntax, and morphology.

RAVE-O is delivered in 30 minute sessions to small groups (typically 1-6) of students. The program consists of 3 modules, each of which contains approximately fifty lessons.

A placement assessment helps determine a curriculum starting point for each student. For more details on RAVE-O’s curriculum, visit the Nido Learning website.

Connecting the Parts: RAVE-O is the only program to simultaneously integrate phonology, orthography, semantics, syntax, understanding the alphabetic principle, and morphology with the same corpus of words.

Fluent Comprehension: This integration leads to fluent comprehension, particularly deep reading processes like inference, empathy and critical analysis. 

Wolf, M., Ullman-Shade, C., Gottwald, S. (2017). Lessons from the reading brain for reading development and dyslexia. Australian Journal of Learning Difficulties. 

Morris, R.D., Lovett, M.W., Wolf, M., Sevcik, R.A., Steinbach, K.A., Frijters, J.C., & Shapiro, M. (2011/print 2012). Multiple-component remediation for developmental reading disabilities: IQ, SES, and race as factors on remedial outcome. Journal of Learning Disabilities, 45(2), 99-127.

Wolf, M. & Ullman-Shade, C. (2012). The emerging, evolving reading brain in a digital culture: Implications for new readers, children with reading difficulties, and children without schools. Journal of Cognitive Education and Psychology, 11(3), 230-240.

Wolf, M., Gottwald, S., Orkin, M. (2009). ‘Serious Word Play’: How multiple linguistic emphases in RAVE-O instruction improve multiple reading skills. Special issue of Perspectives on Language and Literacy, International Dyslexia Association, Fall, 21-24.

Wolf, M., Barzillai, M., Miller, L., Gottwald, S., Spencer, K., Norton, E. (2009). The RAVE-O Intervention:  Connecting neuroscience to classroom practice. Mind, Brain, and Education. Special Issue. 3(2), p. 84-93.

Cohen, E., Sevcik, R., Wolf, M., Lovett, M., & Morris, R. (2008). Integrating the PHAST and RAVE-O programs for struggling readers. In M. Kuhn and P. Schwanenflugel (Eds.), Fluency in the classroom. NY: Guilford Press.

Donnelly Adams, K., Joffe BenAryeh, T., & Wolf, M. (2004). RAVE-O: Bringing fluency intervention to the classroom. Dyslexia Contact. Journal of British Dyslexia Association. 

Wolf, M., Miller, L., & Donnelly, K. (2000). RAVE-O:  A comprehensive fluency-based reading intervention program. Journal of Learning Disabilities, 33, 375-386. (Special Issue on the Double-Deficit Hypothesis:  Editors:  M. Wolf & P. Bowers).