Decoding interventions improve student’s ability to recognize letter-sound relationships. This includes letter patterns. Here are a few interventions to consider when a student needs help decoding words:
Repeated reading is the fastest way to help students improve their oral reading fluency. It requires a pre-assessment to identify a students independent and instructional reading level. In this intervention, a student would be timed when reading an independent or instructional level reading passage. The listener will watch the timer and check for any errors. Once the timer is over, the student is informed of their errors and can read one more time. This second round, the lister records the amount of words the student read correctly in the allotted time (typically one minute). The words correct per minute (WCPM) are recorded on a tracker, and the student is able to see their progress over time.
The intervention is occurring when the student is being prompted to read swiftly while being careful to pronounce words accurately. When the listener points out the errors a student has made within the reading, this gives the student the ability to hear the word and practice the word correctly. Additionally, recording the second reading as opposed to the first gives the student time to work with the passage and self-correct. Use this resource to help launch a repeated reading routine.
A student’s ability to comprehend text is necessary in every subject area. There are interventions that can occur in all classes to ensure that a student is better able to grasp the material.
Reading is one of the most essential skills that people need to thrive. The more students are exposed to text, the easier reading becomes. Students should be reading on their independent and instructional level daily. Having healthy reading routines at school and at home will support struggling readers. If sufficient growth isn’t happening, the RTI team and the parent will need to reassess the intervention plan and make improvements. If interventions continue to be unsuccessful, an evaluation should occur to determine if the student may have a speech or reading disability. This evaluation will clarify various services and strategies that can support the student’s growth.
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