Reading intervention strategies are a great way to help students who have trouble learning how to read. They can also help students build a strong reading habit.
Teachers can use many different intervention strategies to help their students learn how to read. They should choose the strategy that will work best for each student and provide plenty of support to help them succeed.
STARI is a reading intervention for struggling students in Grades 6-9 that accelerates the development of foundational literacy skills. It uses research-based strategies to address gaps influency, decoding and reading stamina with a focus on engaging high-interest texts.
Unlike many reading interventions, STARI is a literature-focused program that thoroughly engages students in building their reading and comprehension skills. This is due in part to its complex and age-appropriate themes and the fact that it combines a number of core components into a single, streamlined curriculum.
STARI incorporates the latest research about how students learn to read. Its adolescent-centric approach focuses on fostering critical thinking, academic language and perspective-taking in addition to decoding and reading stamina. It also utilizes the power of discussion and debate to deepen comprehension. It is a well-designed and tested product that can be used to accelerate reading proficiency for your struggling students! To get the most out of your STARI implementation, schedule a multi-session, interactive professional learning experience to prepare you and your team for its deployment.
Leveled Literacy Intervention
Leveled Literacy Intervention (LLI) is a supplemental program that provides students who fall below grade-level expectations in reading with fast-paced lessons. This scientifically-based program uses a variety of carefully written leveled books to target the specific needs of struggling readers and has been shown to significantly improve their reading skills.
LLI is a small group, supplementary literacy intervention that is designed to help struggling readers reach grade-level competency through 30-minute lessons delivered 5 days per week for 14 to 18 weeks on average. Students learn through a mix of instructional level and independent level texts that are matched to their reading abilities through the Fountas & Pinnell Benchmark Assessment System.
In an empirical study conducted by the Center for Research in Education Policy, LLI improved students’ reading and writing skills when compared with other reading programs and when implemented consistently over time. The study evaluated fidelity to the LLI model using a standardized observation tool, called the Leveled Literacy Intervention Observation Tool (LLIOT).
Response to Intervention (RTI) is a highly effective reading intervention program that can help struggling students get the support they need. This reading intervention program is based on a three-tiered strategy that helps teachers identify students who may need additional instruction.
RTI provides high-quality, research-based classroom instruction and ongoing assessment. This is done through universal screening and progress monitoring.
The screening process helps educators identify students who may need extra help before they become overwhelmed. This gives them an opportunity to address the problem before the student becomes more severely behind their peers.
In addition to addressing the basic reading skills, a reading intervention program should focus on teaching students to read accurately. This can be done through oral reading fluency assessments or diagnostic phonics tests.
When May began teaching at North Louisiana Academy, she quickly learned that a significant number of students were struggling with literacy skills. This disruption was especially pronounced among students with historically low academic outcomes.
According to researchers, a more intensive form of tutoring known as “high-dosage” is the most effective way to help students catch up to grade level. It has been shown to dramatically improve learning outcomes, particularly for struggling learners, and has outperformed other common learning interventions like after-school programs and remedial classes.
In a study, high-dosage tutoring produced big achievement gains when it took place every day or almost every day for a year or more. It focuses on specific skills that need to be taught and is delivered through school-based, professional staff who adhere to a detailed curriculum and work with one or two students at a time.
Research also shows that high-dosage tutoring has strong spillover effects to classroom instruction. It can lead to improved academic progress and fewer behavioral problems. It also promotes better student-teacher communication and fosters a more supportive academic culture.