The role of the teacher in intensive reading programmes organiser: need to tell studemtsexactly what their reading purpose is; observer: when we ask students to read on their own we need to give them space to do so; feedback organiser: when our students have completed the task, we can lead a feedback session to check that they have completed the task successfully prompter: we can prompt them to notice language features in that text.
The vocabulary question Students are desesperate to know each individual word means. time limit: we can give a time limit; word/phrase limit: we can say that we will only answer about 5 or 8 words; meaning consensus: we can get students to work together to search for answers find word meanings.
READING LESSON SEQUENCES: WE MAY WANT TO HAVE STUDENTS PRACTISE SPECIFIC SKILLS SUCH AS READING TO EXTRACT SPECIFIC INFO. WE MAY GET STUDENTS TO READ TEXTS FOR COMMUNICATIVE PURPOSES, READING ALOUD.
Letting the students in Three ways of providing intensive interventions to struggling readers are described here, but these are not the only ways that schools can be organized to provide effective interventions. It is also true that more than one of these options will need to be applied simultaneously in order to provide the amount of instruction needed to accelerate reading development for some students.