What Reading Intervention Teachers Want (A Manifesto)
Reading intervention reading teachers of upper elementary, middle school, high school, and adult students all share the same instructional goal: help their students become fluent readers who understand what they read. Teachers want to achieve this goal in the shortest amount of instructional time. The longer poor readers have to wait to “catch up” to grade level reading, the further they fall behind in their overall education. Research shows that the older the poor reader gets, the less likely is that reader to catch up to reading at grade level. For example, only one-in-six middle school readers who are two grades behind in their reading ever catch up to grade level reading.
Teachers all understand that vulnerable reading students may all be in the same boat, in terms of their inability to read well, but that they are each in that boat for different reasons. If teachers treat the students as if they all are in the boat for the same reasons, both teacher and students will fail to achieve their goals. So, the instructional design and resources of a successful remedial reading program must allow teachers to differentiate instruction for the diverse needs of their students. Teachers know that a one-size-fits all program will not work for these learners. In fact, a canned program can be counterproductive.
Education is always reductive. If we do one thing, we can’t do another. Resources (both monetary and human), time, structural considerations, and commitment are all scarcities. If a struggling reader does not directly benefit from a program that specifically addresses why he or she is in the boat, it would be better to stay out of the boat and benefit from other resources. For example, a seventh grade student who is removed from an English-language arts class for reading intervention will probably lose the content of reading two novels, learning grade level grammar and vocabulary, missing the speech and poetry units… you get the idea. Not to mention, the possibility of losing social science or science instruction if placed in a remedial reading class… Both content and reading strategies are critical for reading development.
So, let’s get specific about how teachers want to teach a reading intervention program with a What Reading Intervention Teachers Want (A Manifesto).
1. Teachers want diagnostic assessments that will pinpoint individual reading strengths and deficiencies. But, they don’t want assessments that will eat up excessive amounts of instructional time or cause mounds of paperwork. Teachers don’t want random sample assessments. Teachers want comprehensive assessments that produce teachable data.
2. Teachers want teaching resources that specifically target the reading deficits indicated by the diagnostic assessments. Teachers don’t want to waste time by starting each learner from “scratch” with hours of repetitive practice. Teachers don’t want to teach what students already know.
3. Teachers want program resources that will enable them to establish a clear game plan, but also ones which will allow them to deviate from that plan, according to the needs of their students. Teachers want to be able to integrate writing, grammar, and spelling instruction and include real reading in their reading intervention programs.
4. Teachers want resources that won’t assume that they are reading specialists. However, they don’t want resources that treat them like script-reading robots. Teachers are fast learners.
5. Teachers want resources that they can grab and use, not resources that require lots of advance preparation. Teachers want to do a great job with their students and still maintain their own sanity.
6. Teachers want reasonable class sizes that are conducive to effective remedial instruction.
7. Teachers understand that vulnerable readers frequently have behavioral problems; however, their behaviors can’t interfere with other students’ rights to learn. Administrators have to buy-in to this condition and support teacher judgment.
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The Science of Reading Intervention Program
The Science of Reading Intervention Program: Word Recognition includes explicit, scripted instruction and practice with the 5 Daily Google Slide Activities every reading intervention student needs: 1. Phonemic Awareness and Morphology 2. Blending, Segmenting, and Spelling 3. Sounds and Spellings (including handwriting) 4. Heart Words Practice 5. Sam and Friends Phonics Books (decodables). Plus, digital and printable sound wall cards and speech articulation songs. Print versions are available for all activities. First Half of the Year Program (55 minutes-per-day, 18 weeks)
The Science of Reading Intervention Program: Language Comprehension resources are designed for students who have completed the word recognition program or have demonstrated basic mastery of the alphabetic code and can read with some degree of fluency. The program features the 5 Weekly Language Comprehension Activities: 1. Background Knowledge Mentor Texts 2. Academic Language, Greek and Latin Morphology, Figures of Speech, Connotations, Multiple Meaning Words 3. Syntax in Reading 4. Reading Comprehension Strategies 5. Literacy Knowledge (Narrative and Expository). Second Half of the Year Program (30 minutes-per-day, 18 weeks)
The Science of Reading Intervention Program: Assessment-based Instruction provides diagnostically-based “second chance” instructional resources. The program includes 13 comprehensive assessments and matching instructional resources to fill in the yet-to-be-mastered gaps in phonemic awareness, alphabetic awareness, phonics, fluency (with YouTube modeled readings), Heart Words and Phonics Games, spelling patterns, grammar, usage, and mechanics, syllabication and morphology, executive function shills. Second Half of the Year Program (25 minutes-per-day, 18 weeks)
The Science of Reading Intervention Program BUNDLE includes all 3 program components for the comprehensive, state-of-the-art (and science) grades 4-adult full-year program. Scripted, easy-to-teach, no prep, no need for time-consuming (albeit valuable) LETRS training or O-G certification… Learn as you teach and get results NOW for your students. Print to speech with plenty of speech to print instructional components.
SCIENCE OF READING INTERVENTION PROGRAM RESOURCES HERE for detailed product description and sample lessons.