Amp It Up: A multi-component resource for struggling adolescent readers

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Dr. Mary Beth Calhoon

bethcalhoon@miami.edu

AMP-IT-UP is an empirically validated, research based intensive remedial reading program specifically designed to address the unique needs of older struggling readers (6th-12th grades), reading below the 4th grade level. AMP-IT-UP blends cognitive strategy instruction, socio-cultural theory, peer-tutoring, and techniques of direct instruction to address the complex deficits of these adolescent students. 

AMP-IT-UP is explicitly created for older students who do not have decoding skills. Students who cannot profit from a program based on comprehension strategies only, because they are not able to read the words to apply the comprehension strategies.

Each lesson follows a gradual release of responsibility from the teacher to the students. Lessons begin with the master review during which previous lessons are reinforced and reviewed using choral response with the teacher. Next, during the teacher-directed segment, the teacher introduces and models target skills. Students are then released, although monitored closely by the teacher, to work collaboratively in peer-tutoring dyads. Lastly, independent application of skills learned and practiced during class, occurs at the end of each lesson, to provide the teacher with individualized information about students’ progress. 

AMP-IT-UP can be implemented in both a daily 50/60-minute schedule, and an every other day block schedule class period for 110 minutes.

Click here to view a webinar on AMP-IT-UP and FUSION Reading.

Research articles on AMP-IT-UP

Calhoon, M.B., Branum-Martin, L., & Sun, C., (In review). Intervention effects across multiple outcomes: The nature of treatment upon complex student abilities. Manuscript in review. Available from author.

Calhoon, M. B., & Petscher, Y. (2013). Individual and group sensitivity to remedial reading program design: Examining reading gains across three middle school investigations. Reading and Writing: An Interdisciplinary Journal, 26(4), 565-592.

Calhoon, M. B., Sandow, A., & Hunter, V. (2010). Re-organizing the instructional reading components: Could there be a better way to design remedial reading programs to maximize middle school students with reading disabilities' response to treatment? Annals of Dyslexia. 60, 57-85.

Calhoon, M. B., & Sharp, E. (2012). What is the best choice for scheduling remedial reading classes at the middle school level? IDA Perspectives. Spring Publication of the International Dyslexia Association. 38, 30-35.

Calhoon, M. B. (2009). Reading Achievement Multi-Modular Program (RAMP-UP): The Promise of Classwide Peer Tutoring as an Instructional Delivery Model for Remedial Reading Programs. IDA Perspectives. Fall Publication of the International Dyslexia Association 35(4), 29-33.

Calhoon, M. B. (2005). Effects of a peer-mediated phonological skill and reading comprehension program on reading skill acquisition of middle school students with reading disabilities. Journal of Learning Disabilities, 38(5), 424-433.

Suzanne Myers