Reading

Intervention
Strategies
Workshop
Penelope Macias
This is my 3rd year teaching 3rd
grade at iQ Academy.

My goal is to bridge the literacy

gap in our students.
 Agenda
● Introduction
n
● Icebreaker
te r ventio
● K-W-L e a d ing in ll group
r a
Current Supports a r ie ty of ent in sm
re a v o implem
●
x p l o t
● Non-Readers E gies
r a te
Beginning Readers st
● ons.
● Students with Dyslexia sessi
● Exit Ticket - Google Form

NBPTS 1: Teachers are committed to students and

their learning.

TLMD: Domain 2 – Accesses and uses research to

improve practice and student learning.
How comfortable are you with Reading Intervention?
“More than 60% of third graders
are reading below grade level”

– EdSource
 K-W-L Chart
Reading Intervention
What I Know What I Want to Know What I Learned

Multisensory Science of reading

Topic based Cross language etymology
Decodables (same family of words)
Student choice
Sound tiles
Music for letter sounds
Topic, emotion, interests based
Mixing phonics, sight words and
fluency
 Supporting Non-Readers
“Reading abilities
Phonemic Awareness - is the ability to hear and manipulate the individual measured in
sounds within words. For instance, the word cat has three sounds or kindergarten are
phonemes: /c/ /a/ /t/ predictive of reading
achievement through the
Phonological Awareness - refers to the sensitivity to the phonological or fourth and sixth grades”
sound structure of words. Awareness of syllables within words, and rhyming
are important aspects of phonological awareness. - Kern & Friedman
2009
Decoding - the analysis of the letters in a word to determine its
pronunciation. Such as translating from printed text to pronunciation

Source - “THE NATIONAL READING PANEL REPORT: Practical Advice for Teachers”
Dot the Syllable

Before students can read independently, the

must have an understanding that words are
made up by blending different sounds.

Counting syllables helps students identify how

many sounds make up a word.

u t ry !
w yo
No
Source: https://topteacher.com.au/resource/spotty-syllables-worksheets/
Segmenting and Blending - Robot Talk t r y !
you
Now
By talking in a “Robot Voice” students can
hear segmented sounds and blend them
together into words.

Source - “https://ballycarrickmaddyps.org/
Slip and Slide Blending t r y !
w y o u
No
This activity will help students to blend
letters together to form words.

Write letters along the top, middle, and

bottom of the slide, corresponding to letter
positioning in the word.

Slide letters down to blend them slowly and

clearly. Once the student is able to blend the
letters, more all three letters into the pool
to spell and say the word.

Source:
https://devcontent.pals.virginia.edu/public/pdfs/activities/blending/slipandslide.pdf
 “In order to teach students
how to read, teachers need to
Supporting Beginning Readers be able to articulate not only
what is required, but more
importantly, how to do it.”
Beginning readers all benefit from being taught how to use letter
sounds and spelling patterns to decode words.
- US Department of
Decodable texts are carefully sequenced to incorporate words Education
that are consistent with the letter-sound relationships that have
been taught to the new reader.

Fluency is another major key to successful reading. Oral Reading Fluency is the ability to read text aloud
with accuracy, rate, and expression. Focus should start with accuracy, then rate, then expression.

The National Reading Panel concluded that these features of oral reading instruction— reading aloud,
rereading, and one-on-one feedback—seem to be essential for the success of fluency teaching

Source - “THE NATIONAL READING PANEL REPORT: Practical Advice for Teachers”
Decodable Books
A second essential feature of successful oral reading instruction is that it includes
repetition; that is, students are asked to read and sometimes listen to a text
repeatedly. The goal is for students to practice reading texts aloud repeatedly so
that improvement occurs in accuracy, speed, and expression.

Source - “THE NATIONAL READING PANEL REPORT: Practical Advice for Teachers”
Read and Record

Students can use the tools in classkick to read

and record themselves.
Once they hear themselves read, you can set a
goal for either accuracy or rate and have the
student try again!

Research has shown that students usually

improve the quality of their oral reading with
each repetition (Levy, Campsall, Browne,
Cooper, Waterhouse, & Wilson, 1995), and that
this improvement transfers or generalizes to
the reading of other texts. (After some time,
the number of repetitions needed to read a
text well usually declines—showing that
learning and not just memorizing is
happening.)

Source - “THE NATIONAL READING PANEL REPORT: Practical Advice for Teachers”
Readers Theater
Why Reader’s Theater?
● It promotes fluency.
● It helps readers learn to read aloud
with expression.
● It helps build reading confidence.
The third essential feature of oral reading instruction is that
students benefit from guidance or feedback.
Providing feedback on student accuracy and modeling proper
rate and expression will yield positive results.
Activities such as paired reading, in which children take turns
reading to each other, were quite successful (Stevens et al.,
1987).
Source - “THE NATIONAL READING PANEL
REPORT: Practical Advice for Teachers”
 Supporting Students with Dyslexia
Research on dyslexia has shown that dyslexia is not caused by a problem with the eyes. Dyslexia is
caused, at least in part, by a difference in how the brain processes visual information.

When working with dyslexic students, going back to the basics on phonemic awareness and
phonological at an age appropriate level will be most beneficial.

Source - https://dyslexiaida.org/effective-reading-instruction/
 Supporting Students with Dyslexia
Students with dyslexia need Explicit Instruction: Structured Literacy
instruction requires the deliberate teaching of all concepts with continuous
student-teacher interaction. It is not assumed that students will naturally
deduce these concepts on their own.

Beginning reader strategies should be applied

in an age-appropriate manner.

Another tip: Dark colored text on light (not

white) background, and to avoid green and
pink/red!

Source - https://dyslexiaida.org/effective-reading-instruction/
Padlet

What other strategies do you use in your

classroom that weren’t mentioned today?
Google Form
Exit Ticket
THANK YOU!
Works Cited
● https://files.eric.ed.gov/fulltext/ED489535.pdf -

● https://www.sfexaminer.com/news/two-thirds-of-you
ng-students-in-california-are-reading-below-their-gra
de-level/article_099d8a0c-4cab-5306-a32f-ccf07ff5c
af3.html

● https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2713
445/

● https://dyslexiaida.org/effective-reading-instruction/

● https://homeschoolingwithdyslexia.com/do-colored-o
verlays-help-with-dyslexia/