Retrieval, automaticity, vocabulary elaboration, orthography (RAVE-O): A comprehensive, fluency-based reading intervention program

The most important implication of the double-deficit hypothesis (Wolf & Bow ers, 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 i s an experimental, fluency-based approach to reading intervention that is d esigned to accompany a phonological analysis program. In an effort to addre ss multiple possible sources of dysfluency in readers with disabilities, th e program involves comprehensive emphases both on fluency in word attack, w ord identification, and comprehension and on automaticity in underlying com ponential processes (e.g., phonological, orthographic, semantic, and lexica l retrieval skills). The goals, theoretical principles, and applied activit ies of the RAVE-O curriculum are described with particular stress on facili tating the development of rapid orthographic pattern recognition and on cha nging children's attitudes toward language.