Download Reading Interventions

Reading Interventions
By Jennifer Roling
Basic Reading Skills:
 Practice the DOLCH sight word list. Start with
preprimer and increase difficulty from there.
You can practice by drilling, writing,
spelling, saying, finding them in magazines,
books, word searches, etc… There are a bunch of
great resources online for activities. I also
have some available. Please see me if you would
like more. Focus on 1-2 each time rather than
all of them at once.
 Work on breaking words apart into syllables.
Start with one-syllable words.
 Break words apart using common blends (sh, th,
ch, br, tr, etc) and then find other parts of
the word that they may know. Then practice
blending the words together.
 Use magnetic letters to spell out words, focus
on specific word families. Such as cat, bat,
fat, rat, hat, etc… Practice dropping the first
sound and adding a new first sound. Do this
with the endings as well. For example, take
away the t in cat and add a p to make cap.
 Do a book walk to help find unfamiliar words or
phrases in the book.
 If reading a lower level book, read the book to
the student then read it with them.
Reading Comprehension:
 Make sure the material is on their level.
 Retell the story using 5 fingers…Who, What,
When, Where, Why/How. Practice using 5
fingers to be able to give 5 details about
the story.
 Use context clues to discover the meaning of
unknown words.
 Write a sentence or two per page being read,
if it is a higher-level book. Refer to this
to write a short summary about each chapter.
 Ask many questions as you’re reading
together.
 Make a list of main ideas and points while
reading.
 Read in a quiet place with minimal
distractions.
 Put together sentences about the book or
chapter to cut apart and then put them into
sequential order.
 Practice sequencing activities using things
that are common to them, such as taking a
shower, making their bed, etc… to practice
sequencing skills.
 Locate something in the text that they can
relate to themselves, the world or another
text.
 Give them main ideas and have them add
specific details from the text. For
instance, Harry was a great wizard because
he… or Junie B. Jones was happy because…
 Use graphic organizers to break apart the
stories they have read.
 Locate the cause and effect in everyday
situations and apply it to what they are
reading.
Other tips:
 Ensure that there are no vision concerns.
 Use a highlighted bookmark while reading
to keep
place and help with any possible tracking
problems.
 Read a variety of genres. Students will
stick with a book longer if they are
interested in the story. This is a
motivating factor for many.
 Most importantly…READ, READ, READ. Read at
home, at school, at the doctor’s office,
etc… The more you read with children, the
more their interest and knowledge base
grows.