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Reading Interventions:


PRIM Manual: for level 1 accommodations within the classroom

Comprehension-pg. 85 - #1, 3, 9, 32, 26,

Word attack skills – pg. 90 - #2, 3, 6, 7, 8

Does read on grade level – pg. 92 - #2, 3, 16, 18, 21

Success For All – Family Support Manual

Comprehension – pg 301, 309

Word attack skills – pg. 301, 310

Does not read on grade level – 307 (has trouble retrieving information)

I READ IT, BUT I DON'T GET IT - Comprehension strategies for Adolescent Readers

DO I REALLY HAVE TO TEACH READING? - Content Comprehension, Grades 6-12


SFA facilitator – for specific reading tools

Special Ed teacher

Collaborate with other teachers (high school – talk to elementary)


Speech Pathologist (Pamela Johnson-Haugan)

WEBSITES Jim Wright is the author and he created this short manual in PDF form with activities for various reading problems. - This is the same as the above but with the entire URL listed- gives great ideas about fluency and word recognition

Stopping Reading Failure: Reading Intervention for Upper-Grade Students

Teacher Resources: By-Pass and Intervention Strategies for Students Who Struggle

Vocabulary Lists


Sequence for Diagnosing Reading Difficulties Comprehension – weak – check fluency from QAS (Quarterly Assessment Summary)

Word attack – weak – check phonics test on QAS

Phonics – weak – check phonemic awareness QAS

Fluency – word recognition QAS


Intervention Strategies Guide


Read Naturally

Specific Interventions for Comprehension

Specific Interventions for Word Attack

Establish a fixed time each day for silent reading (e.g., D.E.A.R.: Drop Everything and Read and Sustained Silent Reading [Manzo & Zehr, 1998 and Holt & O'Tuel, 1989]).

Ask the child to read a story silently while listening to other students or the teacher read the story aloud to the entire class.

Pair the child with another student partner who is a strong reader. The partners take turns reading orally and listening to each other.

Ask the child to make storyboards that illustrate the sequence of main events in a story.

Schedule storytelling sessions where the child can retell a story that he or she has read recently.

Schedule playacting sessions where the child can role-play different characters in a favorite story.

Keep a word bank or dictionary of new or "hard-to-read" sight-vocabulary words.

Play board games that provide practice with target reading-comprehension skills or sight-vocabulary words.

Schedule computer time for the child to have drill-and-practice with sight vocabulary words.

These materials, available from many libraries, can stimulate interest in traditional reading and can be used to reinforce and complement reading lessons.

Make available to students a second set of books and materials that they can use at home.

Allow and encourage students to use published book summaries, synopses, and digests of major reading assignments to review (not replace) reading assignments.

Specific Interventions for Fluency

Specific Interventions for Phonics

Teach the child mnemonics that provide reminders about hard-to-learn phonics rules (e.g., "when two vowels go walking, the first does the talking") (Scruggs & Mastropieri, 2000).

Teach the child to recognize and read word families that illustrate particular phonetic concepts (e.g., "ph" sounds, "at-bat-cat").

Have students play board games, such as bingo, that allow them to practice phonetically irregular words.

Use a computer to provide opportunities for students to drill and practice with phonics or grammar lessons.

Use these for children who know sounds but do not know the letters that go with them.

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