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40 Reading Intervention Strategies for K–6 Students
and comprehension aspects of reading is almost impossible. She missed two years of reading the number of books she should have by her age, and all of her peers passed her by in terms of word and world knowledge. She will likely never read Harry Potter, The Secret Garden, or Little Women. Abigail is one of the reasons I have written this book: to give elementary educators a research-based menu of intervention strategies to help students the minute they show signs of falling through the cracks. I also want educators to understand that they don’t have to “wait and see” when students are floundering in kindergarten. They can intervene immediately and with confidence. The interventions in this book are designed for general educators to use with individuals or small groups of students who simply cannot keep up with the pace of instruction. Struggling students need a different kind of instruction, more time, and ample amounts of guided practice to help them become confident readers. Some of the strategies are more preventive in nature—for example, ways that grade-level teams or entire schools can become more proactive about reaching students at risk. All of the strategies in this book are grounded in research.
The Goals of This Book The goals of this book are as follows:
• To provide a well-rounded collection of research-based reading intervention strategies that can be used by classroom teachers, interventionists, Title I, special educators, and ELL teachers seeking to support struggling readers in their classrooms and schools
• To provide teacher-friendly sample lesson plans and miniroutines that the classroom teacher can readily understand and adapt
• To provide citations and descriptions of current research educators can use to substantiate their strategy choices
Who Needs This Book I wrote this book for kindergarten through grade 6 educators in various positions. Most educators are deeply concerned with literacy levels in their schools. Everyone is feeling the relentless pressure of high-stakes testing and the need to provide the highest levels of instruction. This book is intended for the following groups: