Effective

Reading
Intervention
Strategies
Frontiers Academy ELA Teachers and
Administration
Presented by: Michelle Reyes
4/5/22
 Objectives & Standards Addressed
Learning Objectives
Understand the reasoning behind
Reading Intervention
Identify targeted reading strategies
based on students’ needs
Implement reading strategies into
reading instruction
Content and Teacher Leader Standards
• CCSS.ELA-LITERACY.RF.K.2,R.F.1.2
Demonstrate understanding of spoken words, syllables, and sounds
(phonemes).
• CCSS.ELA-LITERACY.RF.K.3, R.F1.3. R.F.2.3
Know and apply grade-level phonics and word analysis skills in decoding
words.
• CCSS.ELA-LITERACY.RF.K.4
Read emergent-reader texts with purpose and understanding.
• CCSS.ELA-LITERACY.RF.1.4, R.F.2.4
Read with sufficient accuracy and fluency to support comprehension.
• NBPTS: Proposition 2: Teachers know the subjects they teach and how
to teach those subjects to students.
• TLMD: Domain 4. Facilitating Improvements in Instruction and Student
Learning.
What is Reading
Intervention?
Reading Intervention provides students with
an opportunity to increase reading, writing,
test taking, and study skills at their
instructional level.

Intervention programs can include:

• Reading strategy groups
• Changes in the teacher's instructional
delivery, alternate texts (including audio
and visual texts)
• Computer reading programs
What areas do you notice
your students struggle the
most in when it comes to
reading?

1. Phonemic Awareness
2. Phonics
3. Comprehension
4. Vocabulary
5. Fluency
Phonemic Awareness
Phonemic
Awareness
• Hearing the individual
sounds
• Identifying the individual
sounds
• Manipulating the
individual sounds
 Let’s practice isolating sounds.
Word: dog
What is the 1st sound in dog? /d/
What is the last sound in dog? /g/
Watch me! What is the middle sound in dog? /o/
Let’s put it together
/d/-/o/-/g/
dog
 Let’s practice isolating sounds.
Word: hat
Now you What is the 1st sound in hat? /h/
try! What is the last sound in hat? /t/
Turn to a What is the middle sound in hat? /a/

partner. Let’s put it together

/h/-/a/-/t/
hat
Manipulatives
For each sound
Sound-Symbol Drills
Phonics
 Connect to Pronunciation
Before introducing a new phonics skill, help your students make a connection to oral language.
• For example, if you are teaching the digraph sh, you should say: Today we are going to learn
what letters make the sound /sh/ like in the words "ship," "shell," and "shop."
• Students repeat the words and make the target sound. Then, you will be ready to
explicitly teach the letters that go with that sound.

Connect further by building a word with that sound. Begin with sound boxes. Count the sounds in
a word. For example, /sh/ /i/ /p/. Draw three sound boxes and fill in the boxes using letter-
colored tiles.
Explicitly Teach
Phonics Skills
Using visuals, explicitly explain
the new phonic concept.
• The digraph sh was an example
where new learning was a new
sound-symbol relationship.
• Here is an example, where
new learning is a letter pattern:
When you see the
pattern CVCe, the vowel will
make the long sound. The long
sound is the name of the letter.
The e has a job, but does not
make a sound.
 Model Decoding
Model how to read words with new phonetic element.

These are ways you could model decoding in small groups or whole
class.
 Guided Practice with Decoding
Give students plenty of opportunities to practice applying the new skill in a guided
setting. Using letter cards, build several words or word parts.

Continually model how to read the words, reminding students of the rule. Gradually release
responsibility onto them, letting your students remind you of the rule and reading the words.
Ask questions like:
• "What sound does the a say?"
• "What did the e do?"
• "Which vowel sound do you hear?"
• "How many consonants are between the first vowel and the e?"
• "How do you know the e will make the other vowel say it's name?"
 Develop Automaticity at the Word Level
Practice reading words using word cards. Continue to ask questions to
bring attention to the phonics rule.

If an error is made, ask leading questions to help your student fix it themselves.
• What sound does the a make here?
• Why does it make that sound?
• How do we know that the e is silent?
• What pattern do you see? (vowel, consonant, e)
 Solidify the concept with word sorts. Students will
read first sort words by looking at the spelling
patterns. Ask leading questions so your students
Word Sorts will have to articulate their thinking and justify
their sorts. Then, read the words.
Examples
of Word
Sorts
Comprehension
Making
Connections

• Preview the text:

• Read the title
Preview • Look at the pictures
• Read the chapter titles
• Read the blurb at the back of the book

Ask • Ask yourself: "What do I really know

about this topic?"
 Chunk the Text
Chunk the text into sections.
Chunk This can be paragraph by paragraph, page by page,
or chapter by chapter.

Pause at the end of each chunk and ask

Pause yourself: "What did I just read?"

If you can retell, move on. If you can't, go back and

Move on reread!
Make Inferences
Use clues from the text + what you already
know to figure something out that is
not stated in the text.

1. Read for clues – look at the pictures

2. Think about what you know
3. Figure out what makes sense!
4. Say:
• I think...
• I know...
• Maybe...
Summarizing
Use the SWBST Strategy
After reading a chapter, section, or text use this
format to write a summary:
Someone
• Who is the main character?
Wanted
• What did the character want?
But
• What was the problem?
So
• How did the character try to solve the problem?
Then
• What was the resolution to the story?
 • Someone: Alex
• Wanted: to see what his dog Tiki was barking at

Watch me!
• But: when he went to look he found a little man who told him his spaceship was out of
gas
• So: Alex went to get the little man more fuel
• Then: the little man flew home
You try!
• Someone
• Wanted
• But
• So
• Then
Visualizing
Make a mental movie of what you are reading in your head.

Ask yourself:
• What do I see?
• What do I smell?
• What do I taste?
• What do I hear?
• What can I touch?
Vocabulary
Modeling
After explicitly teaching
students new vocabulary
words, use them in your
Morning Message or daily
conversations.
Encourage your students to
point out when you use
them and to use them
themselves as well.
Re-framing
Sentences
• When students use a vocabulary word incorrectly,
or if their grammar is incorrect, it’s important for
them to receive feedback so they can correct it.
• Reframing sentences in a positive way can
validate students for using their new vocabulary
skills while still modeling the correct way to use
them.
• For example, let’s say a student asks, “Is it
necessarily to do our homework?” Instead of just
saying “yes,” or telling them that’s not how you use
the word, you could say, “Yes, it is necessary for you
to do your homework.” Or if a student says, “It’s
time almost we go to lunch,” you can say, “Yes, it’s
almost time for us to go to lunch.”
Visuals
Try using vocabulary strategies
with pictures and visuals. Most
students respond well to visual
cues as it gives them a mental
image to associate with the
new word. It helps them
differentiate the words in a
concrete way, and helps prompt
their memory when they hear
the word again.
Labeling

• Get students involved by giving them sticky

notes and having them label vocabulary
words. If students are still learning to write,
you can have them pre-written, or have the
students write their own words.
• Give students a list of words (this works
great for adjectives) and have them write
them on their sticky notes, then walk
around the room and stick them to objects
that apply.
• You can also use a poster or even just a
diagram on a worksheet to give the students
more specific things to label.
Word of the
Day
Try using a “word of the day” vocabulary
intervention. Just choose one word each
day and stay hyper focused on it. Use it
as many times as you can (you can have
students keep a tally mark record of how
many times they hear it that day), have
students give someone a high-five any
time they use the word or hear someone
use the word, get a sticker if they find
the word in a book, say the word
whenever they enter the room… the
possibilities are endless!
Synonyms
• Try making posters that show lists of synonyms for
vocabulary words. They can just be plain posters or paint
ships, like shown above, to show “shades” of meaning.
These posters are great to have around the room for
students to refer to. They are a great vocabulary teaching
strategy for reminding students of the new words they have
learned.
• Also, they help students find new words to use when they
are writing, so they don’t have to repeat the same words all
of the time.
Fluency
Modeling
Reading with
Expression
One of the first ways we can teach
reading with fluency is to model it
ourselves. In all of our read alouds,
when we read with expression and
smoothly, point it out to our
students. Tell them to listen to how
your voice goes up and down, and it
sounds like you’re talking. Show
them how “robot reading” sounds
(slow-one-word-at-a-time-no-
inflection), and then show them how
fluent reading sounds and ask them
to note the difference.
Start with Sentences

To avoid overwhelming the

student, try starting with
sentences before you jump
into whole passages.
Sentences are the building
blocks of text, so when a
student can read a sentence,
they have the tools to read a
passage. The picture shows
the tool sentence pyramids. It
builds into a complete
sentence.
Teach Sight
Words
Sight words are another great way to
help reading fluency. By nature, sight
words are read automatically by sight
instead of sounding them out. When a
student stops to sound out every word,
it can really slow your reader down.
The more sight words a student knows,
the more automaticity they can have
when reading, which helps their pace.
Line Tracking
• If students have trouble focusing on the text, try having
them track the words as they read. They can use their
finger, a dollar store pointer, bookmark, or some of those
fun finger gadgets you can put on your fingers.
• When a student needs even more focused support, use a
notecard to place under each line as they read. This covers
up the rest of the text so they don’t get overwhelmed, and
helps them focus on where they are reading.
Repeated Readings
Repeated readings are one of the best proven strategies
for reading with fluency. Start with a cold read-letting the
student read the passage without any practice or prep.
This gives them experience reading completely new and
unfamiliar text. Then go over some of the tricky words
they missed, talk about the context, practice reading a
sentence or two together, and encourage smooth reading
with expression. Then have them go back and read the
passage again.
Performances
• Reading for performance helps break up the
monotony of repeated readings. As mentioned,
reading and re-reading texts is important, but
sometimes students can get bored with it.
• Practicing reading a script for a readers’ theater or
poetry performance gives students purpose for their
reading. They are excited to practice reading,
because they are excited to perform in front of a real
audience (parents, peers, another class, etc.).
• When using performances and plays as an
intervention strategy, be sure to encourage actual
reading of the script, not memorizing. Students will
have the script in hand while their performing and
will be reading their parts. The point is to practice
reading smoothly, not to memorize lines!
Partner Reading
Partner reading is an excellent strategy,
because it involves reading, listening,
and social interaction. Students can read
with another student, or an adult
depending on how much support they
need. The readers can model fluency for
each other and help each other out
when they get stuck. It also breaks up
the text into shorter chunks to read at a
time, which is a lot less overwhelming
than reading an entire text for struggling
readers.
 • The strategies I provided you with cover the
5 main areas of focus for reading
• 1. Phonemic Awareness
• 2. Phonics
• 3. Comprehension
• 4. Vocabulary
Closing • 5. Fluency
• Once you identify the area of focus you can
refer back to these slides for strategies to
implement.
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