Effective reading interventions for secondary pupils must be explicit, sustained, and targeted to the needs of each pupil, say Sharon Vaughn and Jack M Fletcher
READING INTERVENTIONS ARE DESIGNED to supplement and enhance classroom teaching. With beginning readers this often means that pupils receive individual or small group tutoring addressing their specific needs in reading. For many pupils, this includes: word level instruction (eg, phonics, multi-syllable reading); meaning level tuition to promote comprehension; and lots of practice to make reading effortless, including learning to read text accurately, at an appropriate rate, and with expression. The expectation is that these reading interventions supplement (ie, do not replace) classroom teaching and provide the additional boost needed to acquire and maintain year-level expectations in reading.
|What we know|
|● Many secondary pupils will demonstrate significant reading problems.
● Reading-related tests can be used to identify pupils with significant reading problems.
● Sustained school-wide approaches that integrate vocabulary and comprehension into individual subjects are beneficial.
● Many pupils also require ongoing and intensive supplementary interventions, often for more than a year.
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