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Backwards Reading Intervention

On a recent teacher Facebook group, I clicked on this post. Now I’ve see this post and heard the same questions hundreds of times throughout my thirty-year career as a secondary reading specialist. You may have as well.

This is my first year of teaching and I have been given a reading class. I’m at a large urban high school and I’ve been told that the students are bright, but reluctant readers. For some of the class we will be using the Reading Plus program but for the rest of the time I have just been told to do anything that will improve their comprehension, ACT/SAT scores, high school exit exam scores, and overall reading skills. I’m not sure where to even begin with this class.

I had only one Reading instruction class in my teacher training program, but I did one semester of my student teaching program at a middle school and I taught both a literature class and a reading class. For the reading class my colleagues suggested that I do an SSR program for 30 minutes a day. I did it, but students were pretty resistant. I let students pick their own novels, magazines, comics, or newspapers to read. Some did read, but others really didn’t. I didn’t feel like I was really teaching and I doubt if their reading test scores really improved as a result of this class.

So, any advice? The Response to Intervention Coordinator was on my interview panel and said she would help me with this class, but I would like to start planning now. Should I keep doing the SSR? I have one month to plan.

It wasn’t the post that got me thinking about Backwards Reading Intervention, but the responses.

The consensus response to this frequently-posed question regarding what to teach in a reading intervention class is the advice to let students choose their own reading. This student-centered approach seems admirable, and notable authors Nancy Atwell, Donalyn Miller, and Stephen Krashen are all proponents of free voluntary reading—albeit each with a few twists of their own. However, students do not always pick what is in their best interests. Given a choice, most children will pick candy over vegetables.

I could go into quite a bit of anecdotal evidence here with respect to the drawbacks of in-class SSR/Free Voluntary Reading:** peer pressure, mismatched reading levels, trashy adolescent lit, lack of accountability, etc. But the real point I would like to make deals with the basic instructional question. How strange that a student-centered approach to learning, as advocated by many teachers and authors, does not extend to a student-centered approach to instruction. To cut to the chase, why are many reading intervention teachers so reluctant to differentiate reading instruction according to the diagnostic needs of individual students? Sit in on most elementary, middle school, high school, and community college remedial reading classes (Been there, done that), and you’ll find what I have found: We teach them the same stuff. It’s teacher-centered instruction, not student-centered instruction.

Backwards Reading Intervention


We tend to approach reading intervention backwards. We begin with what we want to teach them and how we want to teach them, but we all-too-often ignore the them. Having taught a remedial high school reading class for four years, I eventually discovered that each student was in that class for different reasons. To achieve the progress that each student deserves, we have to begin by finding out those different reasons. The what and how of instruction should derive from diagnostic assessment.

Of course, teachers want to plan instruction; you have to teach them something. However, perhaps the best response to the teacher’s post would be one that provides the diagnostic assessments, recording matrices, instructions re: data analysis and decision-making and flexible program resources that will allow the teacher to adjust instruction according to the diagnostic needs of her students. That kind of planning makes sense. Here they are… and happy planning. You’re making a world of difference for these students. Just don’t teach backwards.

**As a disclaimer, I also let students pick their own independent reading for homework (within reasonable parameters).


Each of the above resources is included for teachers to review components of my two reading intervention programs. Click on the provided links to view video overviews and to download sample lessons.

Intervention Program Science of Reading

The Science of Reading Intervention Program

Pennington Publishing provides two reading intervention program options for ages eight–adult. The Teaching Reading Strategies (Intervention Program) is a full-year, 55 minutes per day program which includes both word recognition and language comprehension instructional resources (Google slides and print). The word recognition components feature the easy-to-teach, interactive 5 Daily Google Slide Activities: 1. Phonemic Awareness and Morphology 2. Blending, Segmenting, and Spelling 3. Sounds and Spelling Independent Practice 4. Heart Words Independent Practice 5. The Sam and Friends Phonics Books–decodables 1ith comprehension and word fluency practice for older readers The program also includes sound boxes and personal sound walls for weekly review.  The language comprehension components feature comprehensive vocabulary, reading fluency, reading comprehension, spelling, writing and syntax, syllabication, reading strategies, and game card lessons, worksheets, and activities. Word Recognition × Language Comprehension = Skillful Reading: The Simple View of Reading and the National Reading Panel Big 5.

If you only have time for a half-year (or 30 minutes per day) program, the The Science of Reading Intervention Program features the 5 Daily Google Slide Activities, plus the sound boxes and personal word walls for an effective word recognition program.


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