Reading Intervention Ideas
If the problems is:

Phonemic and Phonological Awareness:
(Assessment Tools: Progress monitoring for phonemic awareness, observation and analysis of student’s oral language, reading and writing, Improving Reading – pp 96-99, and Basic Reading Inventory – pp 320.322)

Teach phonological and phonemic awareness directly with the use of manipulatives (collect data on number of sounds known/number of sounds presented)

Resources:
Phonemic Awareness in Young Children
Improving Reading, pp. 61-75
HM Teacher’s Books, Grades K, 1, and 2


Orthographic Awareness
(Assessment Tools – Observation and analysis of student’s reading and writing, Improving Reading – pp 94-95, and Basic Reading Inventory – pp 309-311)

Teach Letter Names (collect data on number
of letters recognized/number of letters
presented or number of letters known in
upper case or number of letters know in
lower case)

Resources:
Improving Reading, pp. 59-62, 82-87
HM Teachers Books Grades K, 1, and 2
Flashcards


Making Words (collect data on number of words spelled correctly and/or length of words)

Resources:
Making Words,
Making More Words,
Making Big Words


Engage students in writing -shared, interactive, independent (collect data on number of words written during a timed writing assignment or number of words spelled correctly or number of words with beginning letter sounds correctly written or number of words recited to volunteer to write for the student, etc)

Resources:
Interactive Writing
Guided Reading Instruction


Teach Letter Formation (collect data on the
number of letters copies or written correctly
in a two-minute timing)

Resources:
Black line Master Books
Sand Trays – matching games – flash cards

Decoding – Phonics
(Assessment Tools – Observation and analysis of student’s reading and writing, Running record or oral reading check, HM Theme skills tests - grade K-2)

Teach letter sound (collect data on the number of letter sounds made correctly/ number of letter sound taught or presented or number of beginning letter sounds correct when using decoding skills)

Resources:
Improving reading pp. 76-77, 143-153
Teaching word recognition skills (diagramming boxes, etc)


Teach blending skills (record number of words student can independently blend/number of words presented that are phonically decodable)
Resources:
Improving Reading pp. 78-79


Provide additional practice using phonic skills in text reading (collect data on number of errors made/number of word read)

Resources:
Watch Me Grow Books (read aloud to volunteer, read to an older student)
HM Phonics Library


Teach use of phonograms (rimes) (collect data on students ability to rhyme and recognize word families)

Resources:
HM Teachers Book Grade K


Direct Instruction (collect data on student improvement over a span of 4 to 6 weeks)

Resources:
SRA Reading Mastery (primary)
SRA Corrective Reading (intermediate)


Word Sorting

Resources:
Words Their Way


Decoding: Word Structure
(Assessment Tools – Observation and analysis of student’s reading and writing, Running record or oral reading check, HM theme skill tests – grades 2-6)

Teach structural analysis of words (collect data on number of suffixes, prefixes student uses correctly or number of contractions student know/number of contractions presented or students ability to divide words into syllables)

Resources:
Improving Reading pp. 158-163
HM Teachers Books grades 2-6
Teaching Word Recognition Skills


Vocabulary: Sight Words
(Assessment Tools – Observation and analysis of student’s reading, running records or oral reading checks, Word list – Improving Reading – pp 199-202, Dolch and High Frequency word lists)

Teach Sight words (collect data on the number of words recognized/ number of words presented)

Resources:
Improving Reading pp. 164-170
Flashcards


Provide practice-reading texts containing sight words (collect data on the number of words recognized/ number of words presented)

Resources:
HM Watch Me Read books, grades K-3
HM Phonics Library


Small word practice - Dr. Manning (collect data on words student knows/ words presented to the student)

Resources:
Links to Literacy Notebook (Title 1)


Vocabulary: Word Meaning
(Assessment Tools – Observation of student’s listening, speaking, reading, and writing)

Teach student to use context clues

Resources:
Improving Reading pp. 173-175

Teach new vocabulary (collect data on number of words student knows the meaning of and/or can use correctly/ number of words presented to the student)

Resources:
Improving Reading pp. 178 –196
HM Teachers Books, Grades 3-6


Increase the amount of time student spends reading (collect data on number of minutes student spends reading to another person/ number of new vocabulary words learned)

Resources:
Books at student’s independent or instructional reading level.


Fluency
(Assessment Tools – CBM’s, running record or oral reading check, observation and/or timing of student’s reading)

Read Naturally, Repeated Reading, Assisted Reading (books on tape), Oral-reading opportunities. (collect data on number of words read per minute or keep a running record of student’s fluency)

Resources:
Improving Reading pp 110-114, 317-320
Read Naturally program
Books on tape or CD
Previously read books


Comprehension
(Assessment Tools –Teacher observation and analysis of student’s understanding of text, HM Integrated Theme Tests, Improving Reading – pp 368,302-307, 321-329, Basic Reading Inventory – pp 61-68)

Teach comprehension strategies: Predict/Infer, Self-Question, Think about Words, Summarize, Evaluate (collect data on number of comprehension questions answered correctly/number of questions)

Resources:
HM Teacher Edition side bar notations


Graphic organizers: KWL charts, story maps, Venn diagrams (collect data on students ability to utilize these tools in story detail organization)

Resources:
Improving Reading, pp 261-292
Soar to Success program


Teach comprehension skills: main idea, noting details, sequencing, drawing conclusions, cause and effect, fact and opinion, story structure (collect data on students understanding and ability to perform the skill)

Resources:
HM Teacher Edition; side bars and mini lessons
LAB pages
Improving Reading, chapters 5-7


Engage students in writing (collect data on students writing skills with respect to including details, written retelling of story, use of paragraph format, ability to write in response to reading)

Resources:
Interactive writing
Guided Writing
Summary writing
Improving Reading, pp. 433-436


General Reading Interventions to use:

CCC lab – a number of programs can be designed to work on a specific learning strand (collect data on progress made throughout the 4 to 6 week intervention on that strand – computer report)

Early Success in Reading

Time spent with an Educational Assistant or Adult Volunteer working on a specific skill or set of skills

Hooked on Phonics


Much of this material comes from a TIS English Language Arts Publication published in 2000.