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
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