5 Classroom Strategies for Early Reading Intervention
Today’s students and teachers are under increasing pressure to show early progress and success in reading. Not all of this can be attributed to a desire to increase standardized test scores, as some may fear; it also has to do with a concern that kids will be “left behind” if they are not reading independently by at least third grade. This situation often leads to intervention as a strategy for boosting the skills of slow or reluctant readers. But is intervention a one-dimensional tool?
In recent years, the practice of intervention—where a trained reading specialist provides small-group or personalized instruction to students considered to be behind the curve—has been elevated to must-have status. In 2010, Secretary of Education Arne Duncan even listed early literacy intervention (done before students reach third or fourth grade) as a key high school dropout prevention strategy. Many students require early intervention as they find their way to literacy. This support often includes phonics lessons so that children can explicitly learn how to decode words. For some students, such as non-native English speakers, this can be an essential survival skill.
Beyond phonics, there are key intervention strategies that do not necessarily isolate students from one another by sorting them into leveled groups. For example, choral reading is a much-loved way to get the whole class reading along together, which may help less confident readers learn to recognize frequently used words in a more relaxed and community-based manner. A 2014 post in the online journal Edutopia, “11 Alternatives to 'Round Robin' (and 'Popcorn') Reading,” shares a variety of other ways to make learning to read a shared activity. A few highlights include:
1. PALS: Peer-Assisted Learning Strategies (PALS) exercises pair strong and weak readers who take turns reading, rereading, and retelling.
2. Teacher Read-Aloud: This activity, says Julie Adams of Adams Educational Consulting, is "perhaps one of the most effective methods for improving student fluency and comprehension, as the teacher is the expert in reading the text and models how a skilled reader reads using appropriate pacing and prosody (inflection)." Playing an audiobook achieves similar results.
3. Shared Reading/Modeling: By reading aloud while students follow along in their own books, the instructor models fluency, pausing occasionally to demonstrate comprehension strategies.
4. The Crazy Professor Reading Game: According to the article, to bring the text to life, students will:
Read orally with hysterical enthusiasm
Reread with dramatic hand gestures
Partner up with a super-stoked question-asker and -answerer
Play "crazy professor" and "eager student" in a hyped-up overview of the text
5. FORI: With Fluency-Oriented Reading Instruction (FORI), primary students read the same section of a text many times over the course of a week. Here are the steps:
The teacher reads aloud while students follow along in their books.
The text is taken home if more practice is required, and extension activities can be integrated during the week.
There is a great deal of evidence to support the idea that students who cannot read well by the time they are eight or nine years old—when the emphasis in school becomes reading to learn and not learning to read—often struggle to catch up both academically and socially with their peers. Fortunately, research and shared best practices available today help teachers develop many different paths to intervention, from creating literacy-rich classrooms to utilizing essential whole group and direct instruction strategies, which can help students become confident, capable, independent readers.
Lexia Core5 Reading®
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Lexia Core5 Reading supports educators in providing differentiated literacy instruction for students of all abilities in grades pre-K–5. 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.