The teacher conducts individualized assessment covering specific developmental reading skills to determine areas of need for individual students, which helps the teacher better understand why a student is struggling. Diagnostic assessment is then conducted for these students.At the beginning and midpoint of the school year, teachers conduct universal screening, assessing all students and examining the data to see which students are failing to meet specified benchmarks. Screening is used to catch struggling readers early.Teachers implementing a tiered intervention model should use three kinds of assessment to make critical decisions about reading intervention: Ongoing assessment is essential for making important intervention decisions. ( Interventions for Reading Success offers guidance on how to teach the Big Ideas through research-based activities.) Principle 2: Use Assessment to Guide Intervention It’s critically important to provide systematic and explicit instruction in these “Big Ideas” during reading intervention for struggling readers.
As students move beyond the beginning level, they learn more complex decoding concepts and further develop their fluency, vocabulary, and comprehension. Principle 1: Focus on the Big Ideas of Readingįive essential components of reading instruction should be taught in the early grades: phonological awareness, alphabetic principle, fluency with connected text, vocabulary development, and comprehension. Dimino, & Michelle Pearlman Windmueller, this post provides a preliminary guide for teachers developing supplemental instruction to meet the needs of individual students.
Excerpted and adapted from Interventions for Reading Success, Second Edition, by Diane Haager, Joseph A. Today’s post reviews five key principles for implementing an effective reading intervention program for students in Grades K–3. Early identification and intervention is the key to preventing the long-term negative effects of reading difficulties-and reading intervention should be available in the early grades to any students who need it. When early reading problems go undetected and unaddressed in the first years of school, students often fall so far behind that they never catch up to their peers.
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