If, Then…
Reading Interventions LTISD Elementary Dyslexia Team IF ​
a student is struggling with…​
, THEN​
try... Reading skills build on each other. The skills listed here begin with the foundational skills first. If a student is struggling with reading, identify their area of struggle and make sure the foundational skills before the struggle point are strong. If a student struggles with… Then try… Phonological Awareness Start at the beginning of the Phonological Continuum: Rhyming, alliteration, sentence segmentation, syllables, onset and rime blending and segmenting, phoneme blending and segmenting. (all auditory) ● Lexia ● “Chipper Chat” covers all areas (available online or possibly from your campus reading specialist) ● Lexia Lessons/Skill Builders in Resources ● PRIM ● Neuhaus Reading Readiness ● Sounds Abound Resources Progress monitoring ●
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www.readingreports.wix.com www.readingrockets.org www.phonologicalawareness.org Lexia progress monitoring data TPRI Two Peas Phonological Awareness Assessment www.easycbm.com​
Measures‐ Phoneme segmenting ❏
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Nursery Rhymes and songs Predictable books with rhyme Generate rhyming words (try rhyming with names) Read Poems Read Dr. Seuss Word Families Rhyming Alliteration Sentence Segmentation ❏
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Alliteration of the day Work on beginning sound identification Alliteration songs (online) Books with alliteration (lists found online) ❏ Clap the words in a sentence ❏ Step for each word in a sentence ❏ Tap head, shoulders, knees and toes, one tap for each word in the sentence ❏ Hold up a finger for each word in a sentence ❏ Elkonin boxes, pull down a chip for each word in a sentence *Start with 2 word sentences* *Next do sentences with only one syllable words* Syllables ❏ Place your hand under your chin, count how many times your chin drops when you say a word. Each chin drop is a syllable. ❏ Begin with compound words, move to other 2 syllable words increasing in syllables once they have mastered 2 ❏ Clap the syllables in a word ❏ Step for each syllable in a word ❏ Tap head, shoulders, knees and toes, one tap for each syllable in a word Onset and rime ❏ Work on identifying the beginning sound ❏ Picture cards to sort by beginning sound ❏ Play “Guess the Word” you say the onset and rime, students blend the word. ❏ Start with cvc words ❏ Tell the student a word and have them segment the onset and rime ❏ Model blending/segmenting onset/ rime and blending back together, have student practice the same one you modeled ❏ Word families Ex. Cat Onset = c Rime= at Phoneme blending and segmenting (phoneme‐ individual sounds Ex. Cat, c/a/t) ❏ Step for each sound in a word ❏ Tap head, shoulders, knees and toes, one tap for each sound in a word ❏ Hold up a finger for each sound in a word ❏ Elkonin boxes, pull down a chip for each sound in a word ❏ Slide across Elkonin chips to blend sounds *Start with 2 sound words* Letter ​
Knowledge Resources ●
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Lexia PRIM Lexia Lessons/Skill Builders in Resources Magnetic letters Tactile letters Alphabet strips Alphabet Arc www.readingreports.wix.com www.abcya.com ●
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Progress Monitoring Interventions ❏
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www.readingrockets.org Lexia progress monitoring data Weekly tracking number of known letters www.easycbm.com​
Measures‐Letter Names, Letter Sounds Touch and name on an alphabet strip Touch and say sounds on an alphabet strip Match upper and lowercase letter pairs using magazines, magnetic letters, alphabet stamps Locate letters in the environment Alphabet chant (ex. Phonics Dance) Teach a small group of letters at a time with repeated exposure Tactile letters Picture/key word cards Flashcards Alphabet Arc Rapid naming charts Letter Bingo Build letters (Wikki sticks, Playdough) Identify similarities and differences between configuration of letters‐curves, straight lines, height Sort letters by similarities/differences Sort vowels and consonants Decoding Resources ●
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Progress Monitoring ●
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Interventions Lexia LLI (Leveled Literacy Intervention System‐ Fountas & Pinnell) Decodable Readers Literacy Library PRIM Lexia Lessons/Skill Builders in Resources Systematic Sequential Phonics Reading A‐Z/Raz‐Kids www.interventioncentral.org www.readingreports.wix.com/madeeasy www.readingrockets.org Lexia progress monitoring data Monitor for mastery of a specific level of decoding by setting a goal ex. Student will read 20 cvc words in 30 seconds DRA reading level Running Records www.easycbm.com​
Measures‐ Passage Reading Fluency ❏ Reference Phoneme Blending/segmenting section in this packet ❏ Blend syllables (start with 2 syllable words) ❏ Blend onset and rime ❏ Blend sound by sound ❏ Teach chunks ex. ing ❏ Word families/word association ❏ Phoneme‐grapheme mapping ❏ Word sorts, word chains ❏ Building words ❏ 3D letters in Elkonin boxes ❏ Read decodable text ❏ Model blending and have student echo ❏ *Begin with VC words, then CVC, CVCC, CCVC* After mastery of basic reading skills the student’s fluency continues to be impeded by decoding difficulties. Higher Level Decoding ●
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Resources Lexia LLI (Leveled Literacy Intervention System‐ Fountas & Pinnell) Decodable Readers Literacy Library PRIM Lexia Lessons/Skill Builders in Resources www.interventioncentral.org ●
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Progress Monitoring ●
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www.readingrockets.org Lexia progress monitoring data Monitor for mastery of a specific level of decoding by setting a goal ex. Student will read 20 r‐controlled vowel words in 30 seconds DRA reading level Running Records www.easycbm.com​
Measures‐ Passage Reading Fluency ❏ Reference Phoneme Blending/segmenting section in this packet using higher level words ❏ Identify chunks in the words ❏ Teach prefixes and suffixes ❏ Teach roots and word origins ❏ Teach the six syllable types ❏ Word chains/spelling chains ❏ Word families/word association ❏ Phoneme‐grapheme mapping ❏ Word sorts ❏ Building words ❏ Read decodable text ❏ Model blending and have student echo Interventions Fluency
Speed accuracy, expression, phrasing, prosody Resources ●
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Lexia LLI (Leveled Literacy Intervention System‐ Fountas & Pinnell) Leveled Text Literacy Library Fry’s Sight Word Phrases PRIM Running Record DRA Lexia Lessons/Skill Builders in Resources www.interventioncentral.org www.readingrockets.org www.readingreports.wix.com ● Lexia progress monitoring data ● www.easycbm.com​
Measures‐ Passage Reading Fluency, Word Reading Fluency Progress Monitoring Interventions ❏
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Check decoding skills and teach any areas of struggle (refer to “Decoding” section of this packet) Check sight word knowledge Model fluent reading, contrast to word by word reading Model reading punctuation marks Highlight punctuation in text Teach voice intonation based on punctuation Listen to books on tape/online Fry’s Sight Word Phrases Repeated Readings‐ adding in emotion Reader’s Theatre Read Poetry Choral Reading Echo reading Read repetitious text Read several texts on the same topic Use a visual tracker instead of word by word pointing Teach accented and unaccented syllables Comprehension Resources Progress Monitoring Retelling Summarizing Working on the individual skills of comprehension will aid in understanding. It is also important to look at the “Underlying Supports for Reading” section of this packet. Language, vocabulary and background knowledge can have an impact on comprehension. ● Lexia ● Stop to Think cards by Primary Concepts ● PRIM ● No‐glamour Language Cards by LinguiSystems ● Reading Comprehension Cards by LinguiSystems ● Lexia Lessons/Skill Builders in Resources ● LLI (Leveled Literacy Intervention System‐ Fountas & Pinnell) www.interventioncentral.org www.readingrockets.org www.readingreports.wix.com ● www.easycbm.com​
Measures‐ Reading Comprehension ● Maze passages (easy CBM, intervention central) ❏ Model with Think‐Alouds ❏ Ask Questions starting at the Base of Bloom's Taxonomy ❏ Ensure the student has “Underlying Supports for Reading” (language, vocabulary, background knowledge) ❏ Activate schema prior to reading by taking a book walk ❏ Work on making connections‐ Self to text, Text to Text and Text to world connections ❏ Make predictions before and during reading ❏ Context clues ❏ Pre‐teach vocabulary ❏ Story Mapping ❏ Graphic Organizers ❏ Teach common text features ❏ QAR (Question‐Answer Relationship) ❏ Model and practice question generating ❏ Pause throughout the story and recap what has happened ❏ Use Stop to Think cards by Primary Concepts ❏ Take notes while reading (on sticky notes) ❏ Draw a sketch while reading ❏
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Graphic organizers Sticky notes or flags to tag important parts Start with retelling one sentence, then paragraph, then story Graphic Organizers Sticky notes or flags to tag important parts Start with summarizing one paragraph, then story Character Analysis Main Idea Cause and Effect Inferencing Compare and Contrast Answering Questions ❏ Graphic organizers ❏ Sticky notes or flags to tag important parts ❏ youtube videos (like the ones by Mrs. DeEllen Carrie Carter, or Teach English Well) ❏ Graphic Organizers ❏ Reading Comprehension Cards by LinguiSystems ❏ Hot Dots ❏ Reading Comprehension Cards by LinguiSystems ❏ Graphic Organizers ❏ Hot Dots ❏ No‐glamour Language Cards by LinguiSystems ❏ Reading Comprehension Cards by LinguiSystems ❏ Start with simple inferences ex‐ The girl has on a rain coat... ❏ Reading Comprehension Cards by LinguiSystems ❏ Graphic Organizers ❏ Question Answer Relationship (QAR) Underlying Supports for Reading Oral Language Vocabulary ❏ Increase opportunity for student to engage in conversations ❏ Practice their generation and answering of questions ❏ Teach idioms, similes and metaphors (Lakeshore’s ‘Understanding Similes & Metaphors cards LL403) ❏ Word play ❏ Word building ❏ Sentence stems ❏ No‐Glamour Language Cards by LinguiSystems ❏
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Background knowledge Practice inferring meaning using context clues Semantic mapping Teach dictionary skills Cognates Teach antonyms and synonyms Lakeshore’s ‘Understanding Multiply Meaning cards LL398) Teach Prefixes/suffixes Teach Morphemes, roots and origins Pre teach vocabulary Provide opportunities for listening to rich text ❏ Activate schema prior to reading by taking a book walk (book walks for books without pictures can be done by analyzing the title, reading the summary, forward and/or first page of the book and view text features) ❏ Make predictions prior to reading ❏ Use K‐W‐L charts (even “personal” charts) ❏ Story mapping ❏ Teach text features ❏ Teach genre identification