Reading Intervention for Students Operating Above 3, Who Still Require Intensive Reading Instruction

What happens when students can read Stage 3 words with accuracy, but still need intervention?

• These students typically are identified by low standardised reading scores when compared to their age, identifying their word accuracy as below expected levels.
• These students may be able to read words (Stages 1-3), but their automaticity and rate of reading is below expected levels.
• These students may present with a low reading fluency score.

**Suggestion 1: Repeated Reading for Fluency. **

• Repeated timed reading throughout the week using the PLD dictation passages requires a student to read the same passage multiple times until an appropriate level of fluency is reached.
• Calculate their Fluency (and Words Correct Per Minute). This is important, because there is a strong correlation with reading comprehension. Reduced levels of fluency will impact comprehension. More information in our Blog here.
• PLD's Fluency and Words Correct Per Minute can be found on Page 20 of the Years 3, 4, 5 & 6 Screening & Tracking Manual. (Below).

**Suggestion 2: Daily Oral Reading. **

• It is easy in the business of the classroom to forget to make time for daily oral reading.
• Daily oral reading to an adult, and the adult providing correct feedback and support is a must to keep rehearsing and supporting reading skills.
• This could be in the form of repeated reading using the same text or continuous reading (also known as wide reading) for a specific amount of time, from different text daily. More here.

Suggestion 3: These students still require decodable reading books.

• The catch-up books from our selection of decodable readers (catalogue below) are recommended. The series are decodable but are designed to appeal to older readers.
• Books such as the Amber Guardian Series , have increased text and fewer images.
• More information in our Blog here:

Updated on: 11/04/2023