...because every child deserves reading success.
Case Study #1, Avery In this post we will take a closer look at Avery, whom we introduced on our Instagram page. We will explore whether or not early intervention in foundational reading skills is needed. Avery is a kindergarten student who has strong oral language skills, a robust vocabulary, a depth of background knowledge….
Ever wonder how to improve student behavior during reading groups? In this blog we share techniques that we’ve used during intervention to help students improve their behavior. Often students who struggle to read, or who are receiving intervention, exhibit behavioral difficulties that stem from anxiety. When students struggle with learning, they often blame themselves. They…
Beyond the Need for Speed If someone would have asked us about fluency as brand new teachers, we might have responded with the notion that fluency is when a student reads with expression at a decent rate. While this is partially accurate, fluency is so much more than “a need for speed” and the…
Using the Components of Literacy as a Guide The framework for our blog is based upon The Cognitive Model created by Michael C. McKenna and Katherine A. Dougherty Stahl (2009). McKenna’s Cognitive Model provides a framework for targeted reading intervention that leads to stronger readers. The ultimate goal of reading is comprehension. However, comprehension is…
Systematic, Sequential, Cumulative, Explicit Every year, we inevitably encounter students with a similar reading profile. These are the students who score within the independent range for comprehension. However, oral reading fluency scores tend to indicate a need for support. Closer examination of fluency will likely reveal decreased accuracy with minimal self-corrections. Rate, however, may falsely…
Always start with what they know… Imagine expecting a baby to run before he or she learns to crawl. While this seems preposterous, it is no different than expecting a third grader to explain how key details support the main idea when the student does not possess a secure understanding of the difference between main…