Provide differentiated instruction based on assessment results and adapt instruction to meet students' needs. Vaughn, S., Wanzek, J., Woodruff, A. L., & Linan-Thompson, S. (2007). A three-tier model for preventing reading difficulties and early identification of students with reading disabilities. ), vocabulary word meanings and word-learning strategies, and comprehension strategies. Intervention for struggling readers: Possibilities and challenges. Exceptional Children, 71, 231–247. Quality classroom reading instruction can be adapted for students who find it difficult to learn to read by a) teaching the specific skills and strategies that students need to learn, based on assessment data (sometimes called 0); b) making instruction more explicit and systematic; c) increasing opportunities for practice; d) providing appropriate text at students' instructional reading levels (not too easy but not too hard); and e) monitoring students' mastery of key skills and strategies and reteaching when necessary. There are also two early interventions, which target specific skills certain students need more practice on: Fountas & Pinnell's Leveled Literacy Intervention and Reading Recovery. Often, students make random guesses that don't make sense—then simply continue reading, apparently unaware of this fact. Fletcher, J. M., Denton, C. A., Fuchs, L., & Vaughn, S. R. (2005). Fuchs, L. S., Fuchs, D., Hosp, M. K., & Jenkins, J. R. (2001). There is also preliminary evidence indicating that practice in phonics and word identification may be more effective for 1st grade at-risk readers if it includes hands-on manipulation of items such as magnetic letters or word cards (Pullen, Lane, Lloyd, Nowak, & Ryals, 2005). Students don't have to infer what they are supposed to learn. Finally, students must learn concepts, or ideas. A word-reading strategy is described below. Fletcher, J. M. (2007, February). They need background knowledge related to reading and to the topics they are reading about. In one research-validated early reading intervention program, young students are taught to use a three-part strategy when they try to read difficult words: "Look for parts you know, sound it out, and check it" (Denton & Hocker, 2006, p. 144). Systematic instruction is carefully sequenced, so that easier skills are taught before more difficult skills. A Summary of the Research. 11–28). During guided practice, students practice with teacher feedback. Why is Reading Intervention Necessary? In B. R. Foorman (Ed. Finally, they noted that effective reading teachers adapt their instruction, making changes designed to meet the needs of different students. Paper presented to the Standards and Effectiveness Unit, Department for Education and Skills, British Government, London. Provide explicit and systematic instruction with lots of practice—with and without teacher support and feedback, including cumulative practice over time. The goal of vocabulary instruction is for students to understand the meanings of words … LEARN MORE ABOUT CORE5 McCray, A. D., Vaughn, S., & Neal, L.I. ), Preventing and remediating reading difficulties: Bringing science to scale (pp. A critical part of effective reading instruction is explicitly teaching students how to use efficient word reading strategies. Journal of Special Education, 39, 34–44. Washington, DC: National Academy Press. Current research about literacy shows that few students acquire reading naturally, and that most students benefit from explicit and direct, structured instruction. Saenz, L. M., Fuchs, L. S., & Fuchs, D. (2005). Research reveals the best approach to teaching kids with LD to read. Lexia’s research-proven program provides systematic, personalized learning in the six areas of reading instruction, targeting skill gaps as they emerge and providing teachers with the data and student-specific resources they need for individual or small-group instruction. They look around to see if anyone is even listening to them. Although a quality reading curriculum will provide the foundation for effective instruction, teachers will need to adapt their instruction for students who struggle (and for high-achieving students as well). Clearly, it isn't enough for students to learn to read or spell lists of words. Effects of explicit instruction on decoding of struggling first grade students: A data-based case study. Students with learning difficulties benefit from explicit instruction in decoding skills and strategies, fluency (modeling fluent reading, directly teaching how to interpret punctuation marks when reading orally, etc. Responsive reading instruction: Flexible intervention for struggling readers in the early grades. On the other hand, if confusions are not addressed and foundational skills are not mastered, it is likely that students will become more and more confused, resulting in serious reading problems. Effective reading teachers teach skills, strategies, and concepts. Provide opportunities to apply skills and strategies in reading and writing meaningful text with teacher support. These results can be graphed, so that teachers, parents, and students can readily see progress over time. Not all students learn to read by third grade: Middle school students speak out about their reading disabilities. Review of Educational Research, 71, 279–320. Eventually, the students apply the skill independently to sound out simple words. National Reading Panel. For some students, quality classroom reading instruction is not enough. When progress-monitoring assessments indicate that students are not making enough progress with quality classroom reading instruction alone, schools can provide extra small-group reading intervention to ensure that all children learn to read in the early grades (see Denton & Mathes, 2003; Fletcher, Denton, Fuchs, & Vaughn, 2005; Vaughn, Wanzek, Woodruff, & Linan-Thompson, 2007). Baltimore: International Dyslexia Association. Letter–sound correspondences and phonics skills (i.e., sounding out words, applying the "silent e rule") are taught in a predetermined order according to a clear scope and sequence so that there are no gaps in students' learning. Many classrooms in which all instruction is delivered in English include students who are learning to read and speak in English at the same time. You'll be glad to know that, … (2005). (2000). Overview of the Texas Center for Learning Disabilities. As this student observed, it is nearly impossible for students to understand what they are reading—to get meaning from text—when they can't read the words on the page accurately and fluently. The teacher may have the students sound out a few words along with him or her. Jitendra, A., Edwards, L., Sacks, G., & Jacobson, L. (2004). Finally, students at risk for reading difficulties need large amounts of cumulative practice over time to learn to apply skills and strategies automatically when they read, just as skilled readers do. A single classroom may include children who speak several different languages at home. Longmont, CO: Sopris West. Specific positive feedback calls attention to behaviors and processes the student is implementing well. The real purpose of reading is to get meaning from text, and the purpose of writing is to convey meaning with text. The National Center for Learning Disabilities, Inc., is a not-for-profit, tax-exempt organization under Section 501(c)(3), Mathematics Intervention at the Secondary Prevention Level of a Multi-Tier Prevention System, Considering Tier 3 Within a Response-to-Intervention Model, RTI Talk: Reading and Response to Intervention (RTI): How Students Benefit from Multi-Tiered Instruction and Intervention, RTI Talk: Differentiating Reading Instruction Within the Core, RTI Talk: Enhancing Reading Comprehension within Core Instruction.

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