SOLUTIONS TEAM: READING RESOURCES
From OpenContent Curriculum
BACK TO Solutions Team CASC 07
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)
http://www.jimwrightonline.com/pdfdocs/brouge/rdngManual.PDF Jim Wright is the author and he created this short manual in PDF form with activities for various reading problems.
http://www.readingsuccesslab.com/FAQ/ReadingIntervention/interventionsforreadingdifficulties.html - 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 http://www.beyond-the-book.com/strategies/strategies_012506.html
Teacher Resources: By-Pass and Intervention Strategies for Students Who Struggle http://pages.us.edu/reading/interventions.htm
Vocabulary Lists http://www.aaaspell.com/vocabulary.htm#one
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 http://www.mentoringminds.com/intervention-strategies-guide.php
Specific Interventions for Comprehension
- Get another person to read (listen/read aloud) with the student
- Tutoring through SFA
- Peer reading
Specific Interventions for Word Attack
- Teach phonics and decoding skills –
- Teach blending and segmenting skills –
- Use context clues – teacher help by explaining context clues
- Use picture clues
- Use GLE words in a variety of activities to help student understand and remember the word.
- Silent reading time.
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]).
- Follow-along reading.
Ask the child to read a story silently while listening to other students or the teacher read the story aloud to the entire class.
- Partner reading activities.
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.
- Word bank.
Keep a word bank or dictionary of new or "hard-to-read" sight-vocabulary words.
- Board games for reading comprehension.
Play board games that provide practice with target reading-comprehension skills or sight-vocabulary words.
- Computer games for reading comprehension.
Schedule computer time for the child to have drill-and-practice with sight vocabulary words.
- Recorded books.
These materials, available from many libraries, can stimulate interest in traditional reading and can be used to reinforce and complement reading lessons.
- "Backup" materials for home use.
Make available to students a second set of books and materials that they can use at home.
- Summary materials.
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
- Practice SFA “red words”
- Make flash cards to take home
- Practice, practice, practice
- Make games using the red words
Specific Interventions for Phonics
- Mnemonics 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).
- Word families.
Teach the child to recognize and read word families that illustrate particular phonetic concepts (e.g., "ph" sounds, "at-bat-cat").
- Board games for phonics.
Have students play board games, such as bingo, that allow them to practice phonetically irregular words.
- Computer games for phonics.
Use a computer to provide opportunities for students to drill and practice with phonics or grammar lessons.
- Picture-letter charts.
Use these for children who know sounds but do not know the letters that go with them.