InterventionIntervention What Intervention Looks Like

Intervention Lessons Based on Dibels miscues Employ specific strategies Are SBRR Are small group instruction Follow school’s phonics progression

Based on DIBELS Miscues Look at individual student’s miscues Decide on the interference Design lessons which use strategies that address the interference

Employ Specific Strategies Strategies must address the student’s interference Great resource: Locating and Correcting Reading Difficulties

Are SBRR Teacher tells the student the purpose of the lesson Teacher models strategy Teacher guides student practice with strategy Students practice independently using strategy with teacher feedback Strategy is based on specific interference

SBRR Explicit instruction Intensive Involve appropriate texts

Explicit Instruction Teacher directed Clearly stated Distinctly illustrated Clarifies key points

Intensive Extremely focused Concentrated Energetic Emotional

Involve Appropriate Texts Student materials aligned with what is being taught At least 90% word accuracy for texts used in teacher-directed instruction At least 95% word accuracy for texts used for independent practice

Are Small Group Instruction Group students by miscues and interferences

Follow school’s phonics progression Phonemic awareness lessons and phonics lessons must follow the school’s phonics progression. Skills must be independently applied in decodable text.

NOT Appropriate Intervention Worksheets (This should be independent practice) Workbook pages (This should be independent practice)

Intervention May not include all five components for any one student EXAMPLE: A student who is having difficulty with phrasing needs phrasing intervention lessons while a student with a low retell score needs comprehension lessons

Regular Classroom Instruction Includes all 5 components of reading Phonemic Awareness; Phonics; Fluency; Vocabulary; Comprehension Should follow school’s phonics progression

Ultimate Reading Goal Remember our ultimate reading goal is comprehension regardless of ability to fluently read. Comprehension can come through read-aloud/think aloud instruction, like in Kindergarten.

Remember It is about the process not the product.

Created by Amy Lack, Reading Coach Woodville School