Reading intervention is a process that accelerates the reading skills of students who are below grade level. It is often implemented within a framework of RTI or MTSS.
Children need to be automatic at recognizing words to free up cognitive energy for understanding text. This includes learning phonics, vocabulary, comprehension, and fluency.
Phonics
Phonics is the method by which children learn letter-sound associations. This is important because it enables them to sound out words that do not follow traditional patterns, and to blend and segment sounds within words.
Reading intervention typically incorporates phonics instruction. It also includes other instructional strategies, such as word study and multisensory learning. Research shows that phonics is effective in improving decoding skills, especially with younger students. However, it may not be as effective with older students who have more difficulty with comprehension and fluency.
Students receiving reading intervention receive intensive, targeted instruction in the core reading curriculum through their teacher. They read books that dovetail with the district curricula and their reading level, as well as practice reading, writing, and test-taking strategies in small group settings. In addition, students take home self-selected books for reading at home. They also write and discuss their work in response to what they read. The goal is for them to become confident, proficient readers.
Vocabulary
Vocabulary is the “bank” of words that students use to deliver a message or communicate with others. The development of a robust vocabulary is critical for students’ academic success. This includes acquiring academic language in each content area, as well as the specialized vocabulary needed to take standardized tests and assessments.
In addition, vocabulary is a key component in reading comprehension and the understanding of other content areas, such as science, math, and social studies. Developing a strong vocabulary can also help bridge gaps between teachers and students who have different linguistic backgrounds.
Effective vocabulary instruction should be deliberate and systematic. It should include explicit instruction on both the meaning and usage of the vocabulary word. It is recommended that teachers incorporate strategies such as using flashcards, graphic organizers, and multisensory approaches like kinesthetic learning (see this list of Classroom Activities for Kinesthetic Learners). Students should also be encouraged to practice their new words outside of the classroom, through daily readings in which they can find context clues and identify the meanings of unfamiliar words.
Comprehension
Comprehension is the ultimate goal of reading, and it’s what allows us to visualize stories, anticipate what will happen next, laugh at jokes, and make inferences. To comprehend, children need to decode words, connect what they read with their own experiences and knowledge, and think deeply about the ideas presented.
To support comprehension, teachers must explicitly teach strategies and provide opportunities for guided and independent practice. They must also ensure that they are monitoring students’ progress and providing timely feedback to both students and their classroom teachers.
One way to help students build their comprehension skills is by encouraging them to mark up and annotate their texts. This involves putting text-specific symbols in specific places on the page, such as asking a question, drawing a star, underlining an important word, or highlighting a sentence or paragraph that is especially meaningful to them. These visual prompts get students thinking about what they are reading, and they help them remember the information later.
Fluency
Reading fluently involves a number of skills. In addition to the decoding and word recognition skills learned in earlier instruction, students must have the vocabulary to understand what they read. Children learn vocabulary through conversations, family and school-related activities and by reading.
When children have a grasp of the words in the text, they can focus on the meaning behind the words. Reading comprehension is the ultimate goal of reading. Readers who understand what they read can visualize stories, laugh at jokes and make inferences from a text.
Many studies have found that repeated reading (RR) is an effective strategy for improving students’ fluency. It involves reading the same text repeatedly and having students practice reading it orally with an opportunity for feedback and corrections. The key to success with this strategy is that students are reading texts appropriate to their level of ability and are focusing on accuracy and automaticity. They should not be concentrating on speed.