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# 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. 

| What to do for these students?

**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](https://pld-literacy.org/words-read-correct-per-minute-an-insight-into-fluency/).
* PLD's Fluency and Words Correct Per Minute can be found on Page 20 of the [Years 3, 4, 5 & 6 Screening & Tracking Manual](https://pld-literacy.org/wp-content/uploads/2020/09/Year-3-6-Screening-Tracking-Manual-25-01-23.pdf?utm_source=pld&utm_medium=website&utm_campaign=page_downloads). (Below).
![Words Correct Per Minute and Dictation Passages](https://storage.crisp.chat/users/helpdesk/website/67ae980d1c7d2000/screenshot-2023-03-28-120737-p_hyg9xu.png)
**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](https://support.pld-literacy.org/en-au/article/re-reading-vs-continuous-reading-for-fluency-what-does-the-evidence-say-18k20t7/).

**Suggestion 3: These students still require decodable reading books.**
* The [catch-up books](https://pld-literacy.org/decodable-first-reading-books-middle-upper-primary/) from our selection of decodable readers ([catalogue below](https://pld-literacy.org/product/decodable-reading-books/)) are recommended. The series are decodable but are designed to appeal to older readers. 
* Books such as the [Amber Guardian Series ](https://pld-literacy.org/product/middle-upper-primary-catch-up-reading-books-amber-guardians-series-set-1/), have increased text and fewer images.
* More information in our Blog [here](https://pld-literacy.org/plds-catch-up-decodable-reading-books/):
![](https://storage.crisp.chat/users/helpdesk/website/67ae980d1c7d2000/screenshot-2023-02-13-30209-pm_1xk8p3m.png)