This document outlines research-based reading intervention strategies. It discusses determining effective strategies for reading interventions. It describes several proven strategies supported by research, including using flashcards, drill cards, and computer-assisted instruction. The document also discusses finding appropriate reading materials for students based on factors like readability, interest, and visual support. Finally, it addresses existing problems with reading interventions at Punta Integrated School and proposes actions to address those problems.

1. RESEARCH - BASED READING
INTERVENTION STRATEGIES
Prepared by: Nora R. Valencia
PIS English Teacher
Department of Education
Region IV-A CALABARZON
Division of Calamba City
PUNTA INTEGRATED SCHOOL
Punta, Calamba City
Address: Purok 6, Brgy. Punta Calamba City Laguna
Telephone Number: (049) 549-6384
Email: puntaintegratedschool@gmail.com

2. SESSION OBJECTIVE:
1. Determine Effective Strategies in
reading Intrvention

3. 3
1.PRIMING
ACTIVITY

4. Quick-write…
What evidences in the
classroom do we use in order
to formulate intervention
strategies?

6. REBUS GUESSING GAME STRATEGY:
HOW MIND WORKS?
vPoint to specific part of image: Visualizing
vWord association: making meaning
connection to prior knowledge: SCHEMA
vFiguring out the position of the letters for
exact result: analysis
vAnalysis on color and symbol
representations: understanding
vThat is how a mind reader works

7. The Big
5
Reading
Skills

8. Reading Styles:

10. 10
2. Proven
Strategies by
research in
handling
non-readers

16. 16
3. Voice
of the
Experts for
effective
strategies
on remedial
reading

17. Based on the result of the study: The most dominant
adjustments in the teaching of reading are the
.According to Bhatti [35],
―using technology like computers in reading
instruction generated a lot of interest among the
students for reading comprehension.
Views of the Experts as a result of studies:

18. The separation of fluent readers to those who
are not is supported by Briggs in Abadiano and
Turner [36], when ―fluent readers do not have to
concentrate on decoding words, they focus on
what the text means. They recognize words and
comprehend at the same time. Nonreaders focus
their attention on figuring out the words leaving
them little attention for understanding the text‖

19. * Another adjustment that is featured by
the teacher informants are the exposure
to reading materials, basic vowel
sounds, and collaboration with peer.
*

20. * The most dominant
is using flash cards and drill cards.
=using vocabulary flash card facilitates their
involvement by sharing answers, trying to
participating, paying attention, giving the
examples, as volunteers, interacting with each
other in a low-risk, warm-up activity [41]

22. 22
4.Variations
of
’
nature

25. 25
5. Techniques
for helping
nonreaders
realtive to
reading
materials

26. 26
Finding Appropriate
Reading Material
• Readability
• Variety
• Interest

27. 27
Finding Appropriate
Reading Material
Readability
Tools
Web Based

28. 28
Finding Appropriate
Reading Material
Simplified
versions
Word: Autosummarize
Abridged

29. 29
Finding Appropriate
Reading Material
Picture
Books

30. 30
Finding Appropriate
Reading Material
Using a computer
showing an
eBook, a video
projector and a
screen, teachers
can create their
own digital big
books.

31. 31
Finding Appropriate
Reading Material
Field Dependent
[field sensitive] –
Full Screen

32. 32
Finding Appropriate
Reading Material
Visual
Support

33. 33
Type Description Examples
RHYME Matching the endings of words cat, hat, bat, sat
ALLITERATION Producing groups of words that
begin with the same initial sound
ten tiny tadpoles
SENTENCE SEGMENTATION Segmenting sentences into
spoken words
The dog ran away.
1 2 3 4
SYLLABLES Segmenting words into smaller
parts moving to syllabication
/mag/ /net/
/pa/ /per/
/el/ /e/ /phant/
ONSETS AND RIMES Blending and segmenting the
initial consonant or cluster
(onset) and the vowel and
consonant sounds spoken after it
/m/ /ice/
/sh/ /ake/
PHONEMES Blending phonemes into
words, segmenting
words into individual
phonemes and
manipulating phonemes
in spoken words
VC, CV, CVC, CCVC, CVCC
/k/ /a/ /t/
/sh/ /i/ /p/
/s/ /t/ /o/ /p/

34. By age 4, attention span increases to about 8 to 12 minutes.
By age 5, your child’s attention span would likely be 10 to 14 minutes.
By age 6, 12 to 18 minutes
by age 7, 14 to 21 minutes
by age 8, 16 to 24 minutes
by age 9, 18-27 minutes
by age 10, 20 to 30 minutes
by age 11, 22 to 33 minutes
by age 12, 24 to 36 minutes
https://www.kids-houston.com/2020/08/21/what-are-normal-attention-spans-for-children/
Attention Span That learner most likey to listen

35. 35
6. School
adopted
reading
remedial
strategies

36. 36

37. To assess the students reading ability to focus instruction
development teacher must know these core in reading development

38. Existing Problems at the current reading interventions at PUNTA IS
1. Lack of standard intervention materials validated by the
experts/master teachers
2. Lack of Parents’ Cooperation
3. Student’s attendance consistency
4. Transportation difficulty due the place mode of service in
transportation
5. Lack of food allowance
6. Teacher’s conflict schedule
7. No available condusive rooms for non readers
*Propse actions to the problems will be solicited suggestions from the
participants
* The school must stablish reading support system via conducting
special classes to struggling readers with special teacher’s aide. (stand
for debate/suggested alternatives)

39. Spell out the numbers and letter to form the phrases
F 2 F

40. Teaching Reading strategies :
We must know the weak points of the kids in reading, in that way we can
conceptualize and design lesson appropriate to their needs across the
learning areas.
According to the experts: There is no specific BEST teaching
strategy… It can only be labeled as best, if it FITS
to the needs of the learners & cater engaging and
meaningful learning experiences.

41. THE END

42. References:
https://youtu.be/QtDEMHMRd8E?t=23
https://www.theedadvocate.org/teaching-literacy-across-the-
curriculum/
https://youtu.be/cUoiZl-ep7E?t=2
https://www.researchgate.net/publication/305409778_Effective_
Teaching_Practices_in_Handling_Non_Readers
https://eric.ed.gov/?id=EJ1266182
Frederick S. Perez’s lecture
Xavier School Nuvali
Reading Association of the Philippines
fredericksottoperez@gmail.com

43. Thank you so
much for
listening!