Effective reading interventions for secondary students must be explicit, sustained, and targeted to the needs of each student, say Sharon Vaughn and Jack M. Fletcher
READING INTERVENTIONS ARE DESIGNED to supplement and enhance classroom instruction. With beginning readers, this often means that students receive individual or small-group tutoring addressing their specific needs in reading. For many students, this includes: word-level instruction (e.g., phonics, multi-syllable reading); meaning-level instruction 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 (i.e., do not replace) classroom instruction and provide the additional boost needed to acquire and maintain grade-level expectations in reading.
|What we know|
|● Many secondary students will demonstrate significant reading problems.
● Reading-related tests can be used to identify students with significant reading problems.
● Sustained school-wide approaches that integrate vocabulary and comprehension into individual subjects are beneficial.
● Many students also require ongoing and intensive supplementary interventions, often for more than a year.
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