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Early Reading Intervention

The document provides an overview of early reading intervention strategies for struggling readers. It defines struggling readers as students lacking skills in one of five essential areas of literacy. These areas are phonological awareness, phonics, fluency, comprehension, and vocabulary. The document then discusses each area in more detail and provides examples of intervention strategies to help students improve skills in each area.

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Fairy-Lou Mejia
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109 views

Early Reading Intervention

The document provides an overview of early reading intervention strategies for struggling readers. It defines struggling readers as students lacking skills in one of five essential areas of literacy. These areas are phonological awareness, phonics, fluency, comprehension, and vocabulary. The document then discusses each area in more detail and provides examples of intervention strategies to help students improve skills in each area.

Uploaded by

Fairy-Lou Mejia
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Early

Reading
Interventio
n
The purpose of this presentation is to provide educators a comprehensive source
of research based intervention strategies that help struggling readers reach their
full potential.
Defining Struggling Readers
For the purpose of this presentation, we will define “struggling
readers” as students who are lacking skills in one of the five essential
areas of literacy. This deficit negatively affects their academic
performance, and they would benefit from remediated instruction or
extra practice in an identified area of weakness.
Why do they struggle?
There are many different theories of why certain student struggle to learn to read.

The following are four common causes for underachievement in reading according to Linda
Campbell Ph.D. and Crystal Kelly MA.Ed., authors of Helping Struggling Readers:

• Reading role models and life experiences.

 • Acquisition of reading skills, specifically phonics and comprehension

• Visual processing

 • Learning disabilities
What are the essential skills for readin
g success?
The Fab 5

1. • Phonological Awareness
2. • Phonics
3. • Fluency
4. • Comprehension
5. • Vocabulary
What are the necessary skills
• Rhyme is words that are similar in sound, especially with respect to the last
syllable; "hat and cat rhyme“.
• Alliteration is repetition of usually initial consonant sounds in two or more
neighboring words or syllables (as wild and woolly).
• Sentence segmentation is breaking down sentences into individual words.
• Syllables are units of spoken language.
• Onset is the part of the syllable that precedes the vowel of the syllable and rime is
the part of a syllable which consists of its vowel and any consonant sounds that
come after it.
• Phonemes are the smallest contrastive unit in the sound system of a language .
Phonological awareness- rhyme video
sample
Tongue twisters
On set rime video sample
2-3 Phoneme Matching
• Initial Phoneme Picture Match
Phoneme Isolation
Phoneme Blending
Video sample Phoneme Segmenting
Phonics
Phonics is defined as the study of the relationship between letters and the sounds
they represent.
Fluency - Fluency is the ability to read text quickly, accurately, and with appropriate
expression
Fluency- Letter Recognition
Fluency Intervention Strategies
1. What are the necessary skills in second and third grade?

2. • Letter-sound correspondenceis making a connection between individual


letters and the sounds they represent (graphophonics).
3. • Word parts are common non-word syllables patterns as well as affixes
4. . • Words are high frequency words as well as word families. • Phrasing is
reading text naturally, pausing appropriately with intonation.

5. • Chunked text is text broken into natural groups of words. • Connected text
is reading text in a smooth, connected way.
Comprehension • Comprehension is the skills necessary to understand
and extract meaning from written and spoken language.

Comprehension Intervention Strategies

What are the necessary skills

• Sentence structure and meaning is the students ability to identify sentences and extract
meaning from the text.

• Story structure is a set of conventions that govern different kinds of texts such as characters,
plot, settings, or in an informational text, comparison and contrast.

• Monitoring for meaning is the metacognitive process of checking to see if one is understanding
the reading and meaning of words and adjusting reading rate or rereading if necessary.

• Main idea/summarizing is the key events that tell what most of the story is about.
Vocabulary

Vocabulary
Vocabulary is often examined as oral or
reading vocabulary. This refers to a student’s
ability to find the meaning and pronunciation
of a word necessary for communication

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