• Reading Intervention Programs

• Remedial Reading Programs

• Corrective Reading Programs

 Reading
Intervention
 program is one that hinders or alters the action of
reading failure by preventing it from occurring
or stopping it if it has already started.
 Students who participate in intervention
programs attain the goal of reading or the
program is discontinued and other alternatives
are considered (Hiebert & Taylor, 1994).
• The more accurately teachers and reading
specialists can define the student’s challenge,
the more effective the intervention.
what requires help

what are the individual needs

Use information to target a solution

 Main Purpose
Comprehension
Decoding
Vocabulary
Fluency
According to research by Haring and Eaton on their Instructional
Hierarchy, interventions should be targeted based on four phases—or
stages—of learning:

Phase 1: Acquisition improving accuracy

increase the student’s speed of
Phase 2: Proficiency response

to use the skill in a wide possible range of

Phase 3: Generalization settings

Phase 4: Adaptation can adapt, or modify

Reading Intervention
Programs
Response-to-
Intervention
(RTI) model
Tier 1 (general education)
• consists of a research-based core curriculum
• All children are screened at this Tier to determine if they are responding
appropriately to instruction before they experience any significant failure in
comparison to their peers.
Tier 2 (early intervening services)
• consists of increasing the time and intensity of the child's exposure to the core
curriculum for children who do not appear to be responding appropriately to Tier
1 instruction.
Tier 3 (intensive intervention)
• includes many children who have been found eligible for special education and
related services, and some who have not.
Word Based Interventions for Phonological Awareness

– Sound Manipulation
• Sound Boxes – /F/ /AN/ – Put the two sounds together to get
―FAN‖

• Sound Sorts – Categorizing sounds according to same beginning and

ending as well as words that rhyme » Bag, Bat, Big, But, Ball » Rug,
Bug, Slug, Mug
Word Based Interventions for Fluency
Flashcard drill
• Given sight words, told to go until time runs out, and then go
back and explain missed cards. Repeat
Incremental Rehearsal
• 10 unknown words, nine known words. Known words are shown,
then given 1 unknown word, and repeat showing nine known words
again and a new unknown word until all 10 words have been gone
through
Evidenced-Based Comprehension Interventions
Vocabulary and Comprehension
• Students exhibit difficulty understanding and deriving
meaning from text
– Semantic Webs
• Key concept is placed in the middle and characteristics
can be placed at various places around the targeted
word.
- Story Maps
• Elements include characters, setting, main idea, major events,
problem/conflict, and resolutions
– Response Cards
• Used
in classroom settings, where students are given dry-erase
boards and told to write answer and show when a teacher asks a
question
-Questioning and Paraphrasing Text
• Students have been found to understand text better when they
form and answer their own factual as well as inferential questions

– EX. ―What do you think will happen next in the story?

Foorman and Moats (2004) summarized pertinent
findings regarding early reading intervention. These are:

1.Both explicit instruction in the alphabetic principle and

reading with comprehension should be incorporated.
2.Small-group instruction is as effective as one-on-one.
3.Skilled para-professionals work as well as teachers.
4.Grade 1 and 2 interventions are more efficient than
those implemented in later grades.
How do I evaluate programs?
Should:
1. Be adaptable to the students needs as identified by
assessment
2. Include alphabetic knowledge, phonemic awareness,
vocabulary development, and the reading of text as well as
systematic phonics instruction
3. Help teachers explicitly and systematically instruct students in
• how to relate letters and sounds
• how to break spoken words in to sounds
• and how to blend sounds to form words
The End