INSET Best Practices For Reading Interventions

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Best practice for READING

intervention

Prepared by:
LORIELE P. LANTION
SHS- Teacher II
Terminal OBJECTIVES:

1
At the end of the session,
participants should be able to
employ the best practices for
struggling readers in varied
situations.
enabling OBJECTIVES:

1 2 3
● Techniques to ● Ways to • Strategies on
improve
how to
increase the comprehend
reading skills
rate of speech a text while
in the area of
production
reading it.
decoding.
Implementing Reading Intervention Strategies

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How you implement these strategies for
reading intervention students depends on
their needs and the time allocated in your
school’s schedule. However, effective
instruction entails the ff:
.
Use Data to Determine Eligibility and Inform
Instruction
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First, teachers need to determine who is eligible
for intervention. Intervention eligibility differs
from district to district. Teachers can use various
assessment results that either show students’
performance compared to the national norm or
how many years they are reading below grade
level. This
Deliver Explicit Systematic, and Cumulative
Instruction
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• Explicit instruction and practice on foundational
reading skills such as recognizing and manipulating
word parts presented orally (phonemic awareness),
understanding letter-sound relationships (phonics),
blending letter-sound patterns to produce words
(decoding), or understanding common spelling patterns
(encoding).
Deliver Explicit Systematic, and Cumulative
Instruction
2
• Targeted, whole-class reading instruction in a teacher-led
lesson as a precursor to the longer period of independent or
small-group work; during the mini-lesson, the teacher (1) ties
new content or skills to what has been learned
previously; (2) states the teaching point that will be
presented; (3) models or explains the teaching point, usually
with some textual support; (4) asks students to practice the
teaching point with partners; and (5) restates the focus of the
mini-lesson.
Provide Scaffolded Independent Reading Practice

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• Self-agency:
• Have students select books in their field of
interest that are within the range of their reading
level. Students are more motivated to read when
they have a choice in their book selection.
Provide Scaffolded Independent Reading Practice

3
•Comprehension quizzes allow for
accountability of the books that
students have read independently.
Provide Scaffolded Independent Reading Practice

4
• Book clubs: Independent reading can be
done as a collaborative project. Have
students read the same books on their own
and then come together to work on reading
assignments and projects in small groups.
•.

The End.

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