| Teaching reading intervention is qualitatively different | | | | intervention class to prevent the learning of their peers. |
| from teaching beginning reading. By definition, the initial | | | | The greatest variable that will determine the success |
| reading instruction did not "take" to a sufficient degree, | | | | of a reading intervention class is the teacher. A |
| so things must be done differently this time around to | | | | well-trained teacher with superior management skills, |
| improve chances for success. According to reading | | | | sufficient reading training, and a commitment to |
| research, these chances are not good betting odds. | | | | diagnostic and formative assessments to inform |
| Only one out of six middle schoolers who are below | | | | differentiated instruction are the keys to success. The |
| grade level in reading will ever catch up to grade level. | | | | teacher must be the "best and brightest" on campus, |
| Much has been written about the characteristics of | | | | not the new teacher fresh out of the teacher |
| remedial readers. Sufficed to say, knowing their | | | | credential program. Reading intervention is the hardest |
| developmental characteristics is just as important as | | | | subject to teach and requires a special teacher. The |
| knowing their specific reading deficiencies. Effective | | | | students for whom our educational system has most |
| reading intervention instruction depends on addressing | | | | failed deserve no less. |
| both components. | | | | So, what to teach? The task is daunting. Remedial |
| But, knowing the specific reading deficiencies is crucial. | | | | reading is not just skills instruction or extra reading |
| Using prescriptive diagnostic assessments that will | | | | practice. Effective reading intervention involves both |
| produce the data needed to inform instruction is the | | | | content and process. Reading is both the what and the |
| one non-negotiable prerequisite. Teachers need to | | | | how. The short answer is that the students |
| know exactly where their students are to take them | | | | themselves determine the what via their diagnostic |
| to where they want them to be. Once administered, | | | | assessments. The teacher decides the how through |
| the reading intervention teacher is confronted with the | | | | differentiated instruction. Beyond this cryptic, albeit |
| "snowflake phenomena." No two remedial readers are | | | | accurate, response, certain components will no doubt |
| exactly alike. One has no phonemic awareness; one | | | | require attention in a reading intervention class for any |
| does not know phonics; one does not know how to | | | | age student. Following is an instructional template that |
| blend; one lacks fluency; one is vocabulary deficient; | | | | will provide a proper balance between the what and |
| one has poor reading comprehension; and one has | | | | how with a brief description of the instructional |
| poor reading retention. | | | | component and a percentage of the class that the |
| Of necessity, an effective reading intervention | | | | component will necessitate: |
| program must be based upon differentiated instruction. | | | | - Small ability group fluency practice (emphasizing |
| A cookie-cutter program starting all students at the | | | | repeated readings within the group's zone of proximal |
| same level or having all students use the same | | | | development (15%) |
| workbooks or receive the same direct instruction will | | | | - Small ability group phonemic awareness practice |
| address some needs of some students, but not all the | | | | (10%) |
| needs of all students. Anything less than the latter is | | | | - Small ability group phonics practice (10%) |
| nothing less than professional malpractice. Would a | | | | - Individual sight word and syllabication practice (10%) |
| medical patient who sets a doctor's appointment to | | | | - Guided reading, using self-questioning comprehension |
| treat a variety of maladies be satisfied with receiving | | | | strategies (15%) |
| the same course of treatment as every | | | | - Direct instruction and whole group vocabulary |
| patient-ignoring some issues and being treated for | | | | development (10%) |
| issues that do not require treatment? Even the | | | | - Small ability group spelling practice (10%) |
| staunchest advocates of the current health care | | | | - Small ability group blending practice (10%) |
| system would find this brand of medical practice | | | | - Independent reading at the individual student's |
| unacceptable. | | | | instructional reading level (10%) and for homework |
| Regarding student placement in reading intervention, a | | | | Every component described above is needed to |
| number of factors must be considered. Chief of these | | | | ensure a successful reading intervention program for |
| must be the reductive consideration. First, if the student | | | | students of all ages. All of these instructional |
| is placed in a special intervention class, what class is | | | | components with support resources can be found in |
| replaced? Removing a child from a literature class | | | | these two comprehensive curricula: |
| seems much like "robbing Peter to pay Paul." Poor | | | | 1. Find multiple-choice assessments on two CDs, |
| readers require compensatory instruction, not just | | | | blending and syllabication activities, phonemic |
| different instruction. Second, multiple measures are | | | | awareness and phonics workshops, comprehension |
| needed to ensure that a student needs reading | | | | worksheets, multi-level fluency passages on eight CDs, |
| intervention and that the student has a reasonable | | | | 390 flashcards, posters, games, and more to |
| chance of success in the reading intervention class. | | | | differentiate reading instruction in the comprehensive |
| Standardized tests can provide an initial sort; however, | | | | Teaching Reading Strategies |
| the student history in the cumulative records and the | | | | 2. For individual sound-spelling worksheets that |
| diagnostic assessments detailed above must be | | | | correspond with the comprehensive spelling |
| analyzed to refine the sort. Behavioral considerations | | | | assessment, spelling rules with memorable raps and |
| are legitimate concerns; many students who read | | | | songs on CD, spelling tests, Greek and Latin |
| poorly tend to compensate with inattentive and | | | | vocabulary worksheets, syllable practice, spelling |
| disruptive behavior. These students need an | | | | games, vocabulary games, and more to differentiate |
| intervention with a behavioral specialist that will also | | | | spelling and vocabulary instruction, please check out |
| teach to their reading deficiencies. These students do | | | | Teaching Spelling and Vocabulary. |
| not need another platform in a typical reading | | | | |