Guided Reading Intervention Paper

Mesmer, E.M., & Mesmer, H.A.E. (2008). Response to intervention (RTI): What teachers of reading need to know. Reading Teacher, 62(4), 280-290.

Learning to read is a complex task which involves active problem solving through the implementation of several intertwined skills. When providing reading instruction, it is not feasible to expect that children will pick up these skills implicitly. Effective reading instruction requires an explicit and systematic approach which aims to develop the specific skills and understanding required for successful reading. As children move through the stages of reading, learning is supported through methodical and integrated instruction in concepts of print, phonemic and phonological awareness, phonics, fluency, vocabulary and comprehension. However children are active learners rather

Many students were reading below grade level, and Tyner needed an intensive reading model that could fill in the gaps of each student’s literacy. She began using a basal reading program called Early Steps (Morris, Tyner, & Perney, 2000). Tyner decided to use some of the components of Early Steps to develop her own reading model that would focus on the needs of beginning and struggling readers. The Small-Group Differentiated Reading Model consists of a framework specifically designed for beginning and struggling readers so that they may progress through the appropriate developmental stages and become proficient

My literacy intervention plan is to teach reading comprehension skills through an afterschool drama program. The drama program would take place twice a week at an elementary school in Washington, DC. The target students would be 2nd graders that have been identified by their teachers as students who struggle with reading comprehension. However, all students are welcomed to participate.

S.P.I.R.E. (Specialized Program Individualizing Reading Excellence) is a comprehensive reading intervention program developed by Sheila Clark-Edmands, M.S.Ed., published by EPS Literacy and Intervention and is currently in its third edition (Clark-Edmands, 2012). While S.P.I.R.E. is most appropriate for Tier 2 and Tier 3 students with learning differences and struggling learners, the program has been used in a variety of settings, including classroom, small group and one-on-one. Based on the Orton-Gillingham approach, S.P.I.R.E. incorporates the most recent research regarding best practices in reading and language arts instruction as well as the professional standards published by professional organizations such as the International Reading Association and the International Dyslexia Association (Balajthy, 2014). The program is designed to build

Research indicates that among students, poor readers evolve into poor thinkers, devoid of strategies to structure the writing assignments that contribute to academic success (Alfassi, 2004, p.1), and teachers who fail to model effective literacy strategies to their students, simply compound the problem. For educators attempting to meet the diverse range of learning needs, the ever increasing number of students with learning difficulties is overwhelming. The decisions regarding the types of interventions and the limited research on numerous strategies currently available are both misleading and confusing. However Walker, (2004) warn that reliance on untested methods and dependence on strategies that have limited evidence have resulted in unrealistic and unreasonable expectations for students. Significantly whilst there has been an exponential increase in research evidence collected around many popular interventions, there is very little

With its tremendous benefits, the Balanced Literacy Approach that has been adopted by the Houston Independent School District and many others may have possibly overlooked a key component to the implementation and success of the program: the need for explicit (direct) reading instruction in decoding, vocabulary, and comprehension for reading growth. This is especially true of at-risk students who may be one or more grade levels behind in reading. To better understand the impact of direct instruction its effectiveness in improving the reading achievement of at-risk students, an action research was conducted at one of HISD’s elementary campuses.

The present articles were all conducted over a ten week timespan, with the common theme of the Lindamood-Bell Reading Intervention. The Lindamood-Bell Reading Intervention was reading interventions for children at the average age of ten. The families were recruited through clinics and different support groups across the United States through different Lindamood-Bell Learning Centers. During the study, the children with ASD got instructions one-on-one in a setting that was distraction free. These instructions were given four hours a day and for five days out of the week. The purpose was to help strengthen activity in certain areas of the brain where an ASD individual would lack in such as language, reading comprehension, etc. To do so,

The program being evaluated in this paper is an intervention program that is used with Tier 2 students who need more intensive reading instruction. The program is called Enhanced CORE. It is designed to correlate with the district purchased reading curriculum called Journeys published by Houghton Mifflin Harcourt. The program is designed to pre-teach students skills that they will be learning during the core instruction time period in order to give them extra exposure to the curriculum as well as extra practice with phonics and fluency skills. Consequently, students are getting a preview of all the phonics skills, high frequency words and reading practice before it is taught to the whole class in order to help

Designing an individual intervention to increase reading fluency requires completion of assessments that will determine the child’s reading strengths and weaknesses. An inaccurate reader needs direct instruction on improving word recognition, which may include sight words and decodable words (which rules is the student not applying) at their instructional level. Once the goals have been established, in this case fluency, the intervention will begin with an introduction on fluency and word recognition.

Response to Intervention, RTI, has the potential to improve struggling readers’ education. When used in providing early intervention, RTI ensures that all students are given high-quality research-based instruction with a curriculum that is practical, but also rigorous. It can curtail the development of substantial reading difficulties, and reduce inappropriate referrals and placements in special education services. The scenario provided does not give enough crucial data needed; therefore, we can only assume without progress monitoring and assessments. Progress monitoring data is used to determine whether a student is responding successfully to an instructional approach, and it can be used to decide if the student is meeting grade-level expectations

The authors of the journal article, A Diagnostic Teaching Intervention for Classroom Teachers: Helping Struggling Readers in Early Elementary, organized a study that focused on the development of a reading program that would help struggling readers. Three key points that the authors incorporated into the study were the elements of the intensive instruction in reading, the importance of a code based learning environment, and the TRI system. All of these elements were geared toward testing the students on their fluency, phonological,

The purpose of this article was to examine the impact of book reading interventions on scoio-economically disadvantaged children with language difficulties (expressive, receptive and overall language measures). The study hypothesized that a group of children with language delays (experimental language difficulties) would perform better on measures of expressive, receptive and overall language than the control (language difficulties) group and control (language normal) group after implementation of intervention strategies (pausing and open questioning, using picture books) used during book reading. The results of this study supported the hypothesis that ELD children did perform better on overall language measures.

Many students around the United States have reading difficulties, which can be due to a variety of reason such as: low socioeconomic status, family history of learning disabilities, a neurological disorder, limited exposure, etc. Reading difficulties can lead to further problems with education and learning, therefore the struggles should be addressed and intervention techniques should be implemented promptly. The interventions need to be individualized for the student based on their needs in order to improve the student’s reading to the best of their abilities.

When data from students who had average accuracy and fluency scores, but lower comprehension scores were compared to data from those with similar accuracy and fluency but average comprehension, the consistent differences were found to be lower oral language and vocabulary skills in the poor comprehenders upon entry into formal schooling. (Nation, Cocksey, Taylor & Bishop) Thousands of dollars each year are spent on intervention, trying to improve the reading of children that show delays. When one reads, the clear goal is comprehension of what is read. Without communication of ideas between the author and reader, decoding texts is pointless. Most intervention programs are focused on phonics and word decoding. Oral language interventions concurrent with vocabulary and comprehension tasks at age eight have been shown to lead to significant improvements in reading comprehension. (Nation, et al., 2010). Reading comprehension is not merely a product of being able to decode words and sentences. How we teach children to process and integrate the ideas found in text can have a large impact on their ability to function in a world of ever expanding knowledge and information.