Targeted Reading
Intervention/Skills GroupContinuum of Service
Julie Boothby, Willowville
Joe Schuh, Glen Este Middle
Importance of Interventions
• Mandated Response to Treatment
Intervention (RTI)
• Making a Difference for Kids
– Learning
– Modeling Hope
Who needs help?
Screening Assessment
OAA Scores
DIBELS
Phonemic Awareness
Decoding/Fluency
Comprehension
Research-based Programs
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PALS
Read Naturally
My Sidewalks
Corrective Reading
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Six Minute Solutions
REWARDS
Corrective Reading
READ 180
Lexia
Matching Reader to Intervention?
Reading Difficulty with
Phonemic Awareness
Lexia and Corrective
Reading A or B
Decoding/Fluency
Corrective Reading,
REWARDS, and Six
Minute Solutions
Comprehension
REWARDS, Corrective
reading-lower level
comprehension
“Is it working for you?”
“Why?”
• Fidelity-Not being
done correctly
• Time-Not being done
enough
• Difficulty-Too hard or
too easy
Components of Strong
Interventions
• High student response rate
– Student responding vs. Teacher talking
• Appropriate level
– Don’t practice errors. 80-90% accuracy
• Efficient error correction procedure
– Prompts student to respond correctly
• Motivation-Positive reinforcement
Real Life Examples
• Julie
• Joe
Components of Strong Reading
Interventions
• Explicit Vocabulary Instruction
– Time, repeated exposure in multiple contexts,
cross curricular
• Repeated Readings
– Fluency practice
• Explicit Comprehension Instruction
– Think alouds, scaffold student use, gradually
release teacher support (i.e. fading)
Teacher Developed Intervention-Basic Structure
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Step One: Word Reading/Vocabulary Development
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Step Two: Repeated Reading
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See/say word
Define meaning and provide examples/non-examples
Use vocabulary in sentences
Teacher summarizes words and how they are related. Use this as preview of text.
Choose text important to student outcomes.
Will repeatedly reading this passage improve student’s overall understanding of text or
classroom concept?
Partner Reading-Six minute solutions structure
Step Three: Oral Reading/Discussion and Comprehension Instruction
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Students read orally and alternate with teacher.
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Comprehension strategy will vary with text
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Correct reading errors and require students to reread sentence correctly
Teacher can read between maintain pace and “think aloud” comprehension strategy.
Narrative-plot lines
Expository (Topic/main ideas, sequences, problem solution, compare contrast)
Step Four: Writing
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Students can consolidate learning by summary writing and/or use of graphic organizer
Progress Monitoring
Internal and External Measures
Elementary Examples
Middle School Example
– What
– What
• DIBELS
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Letter/sound fluency
Phoneme segmentation
Nonsense words
DORF
Retelling
– How Often
– When
• Reading
– DORF (Dibels oral
reading fluency)
– DAZE (Dibels MAZE
replace appropriate word
in sentence tests)
– Both measures are
sensitive to both fluency
and comprehension)
– How often
– When
Growth Rates-How much is
enough?
• Very precise growth rates specific to grade levels 1-6 are
available on the internet. Here are some suggested
starting points
• Oral Reading Fluency
– Grades 1-6. Students should gain 40-50 wcpm/year. More in
the earliers grades less in the upper grades.
• MAZE/DAZE Procedures
– Grades 1-6. Students should gain approximately 20
replacements/year
• Descriptions and free downloads avaliable from
dibels.org
Helpful Resources
• http://www.interventioncentral.org/
• https://dibels.org/
Farewell