For decoding/encoding, the gold standard for interventions continues to be Orton-Gillingham-based programs, such as Wilson, Barton, All About Reading/Spelling, Logic of English. (The last two are reasonably affordable scripted home programs, while the first two are typically pricier tutoring programs. Wilson and classical OG are often found in school-based interventions.)
https://www.wilsonlanguage.com/programs/wilson-reading-system/ cumulatively about 120 minutes per week, divided into at least two sessions.
https://www.allaboutlearningpress.com/ 20 minutes 3-5 times per week.
For fluency (in students who can decode accurately phonetically, but still read slowly and/or laboriously), I recommend HELPS, a research-based free/low-cost scripted curriculum that can easily be implemented by a motivated adult
http://www.helpsprogram.org/ 10-12 minutes 2-3 times a week is usually enough. (cumulatively 30 minutes or less)
In younger, pre-high school-age students, I prefer to continue intervention work for ELA, but introduce accommodations and assistive technology for so-called content areas (science and social studies):
-speech-to-text/text-to-speech/scribing/spellcheck/word prediction/autocorrect
-oral elaboration
-alternate assignments (e.g., create a video or slide presentation instead of a written report).
If, after years of interventions with fidelity, they continue to struggle with the same decoding/encoding/fluency skills into high school, at some point it becomes worthwhile to discuss diminishing returns, and to focus on increasing independence for using assistive technology, and self-advocacy for accommodations.
