NEAP Approved Session 8_Reading Interventions.pptx

Reading Interventions for
Struggling Readers

Session Objectives
1. Explain the importance of reading
interventions strategies in teaching
reading.
2. Identify the different reading
intervention strategies for
struggling readers applicable to
online, modular and in-person
learning.
3. Design a school reading intervention
plan based on the needs of learners. This Photo by Unknown Author is licensed under CC BY-NC

Reading print is not a natural biologic process
and is a complex process, which requires looking at
man-made, arbitrary black letters and words, and
matching that written code with our spoken
language.

Most problems with reading have nothing to do
with intelligence or ability, but rather incorrect
processing. Teachers can help learners understand
that difficulties in reading are often caused by
weaknesses in phonologic processing and other
fundamental skills.

Response to intervention (RTI) has altered how
educators serve learners with reading difficulties. Its
impact is most evident at the primary level, where
the focus is on limiting referrals to special education
by preventing reading difficulties (Legere, & Conca,
2010).

Activity 1: Buzz Group
Think and share your insights and ideas on the
following:
1. List down the best reading interventions you have
used in your classes.
2. What is the importance of implementing reading
interventions in your class?

Think and give your answer to these questions.
1. Do we need to make intervention plan before we
conduct an intervention?
2. Is assessment prerequisite before we conduct
reading intervention?
3. How can we attain effective remediation plan for the
learners?

4. Is communication important between the teachers,
parents and the learners for the success of reading
remediation?
5. Do we need to identify the strength , weaknesses
and type of learners we have in making
interventions?

What is remedial reading?
Remedial reading is a supplemental reading
program that consists of re-reading unfamiliar
text until a satisfactory level of fluency is reached.
Remedial reading is a strategy that implements
assisted reading, reading while listening, and
paired reading.

What is the importance of remedial reading?
The goal of Remedial Reading is to
dramatically reduce the number of learners who
have extreme difficulty learning to read and write.
Remedial Reading is a highly effective short-term
intervention of tutoring struggling readers in both
an individualized and small group setting.

What should a teacher do prior to reading
remediation?
Before beginning an intensive reading
remediation program, teacher needs to help the
learner understand the remediation program. To that
end, teacher may explain the effective remediation
plan to the learner.

What are remediation strategies?
Remediation strategies are one type of
intervention. Effective remediation involves
assessing the learner's needs, providing
intervention and evaluating learner outcomes.
Successful remediation programs adjust the
instruction based on the learner's response to the
intervention.

Remediation
In remediation, teacher tries to correct a
deficit rather than teach learners to cope with the
deficit. Through remediation activities or lessons,
teacher helps a learner improves his skills through
direct instruction. Remedial instruction is focused
on the specific concepts with which the learner
struggles.

Reteaching
Reteaching is one method of remediation.
Teacher presents the information to the learner
again.

Some learners may require alternative
teaching strategies for remediation. These
strategies are often based on learners’ individual
learning styles.
Alternative Instructional
Strategies

Task analysis is the process of breaking a
skill into smaller components.
Task Analysis

Learners may require additional practice
to master skills. This is another form of
remediation.
Additional Practice

Tutoring is another popular remediation
method for struggling learners. Tutoring is
typically one child with one teacher.
One-on-One Tutoring

Seven Strategies to Use with
Struggling Readers in In -Person
Remediation Setting

1. Scaffolding is breaking up the learning into chunks
and providing a tool, or structure, with each chunk.
When scaffolding reading, for example, you might
preview the text and discuss key vocabulary or chunk the
text and then read and discuss as you go.
Seven Strategies to Use with Struggling Readers
in In-Person Remediation Class

2. Be inclusive. It is crucial to encourage as much
success as possible when children are learning to read.
The teacher should take as many steps necessary,
discreetly and sensitively, to enable the struggling
reader to participate in classroom discussions about
stories.
3. Allow Preparation of Oral Reading. Oral reading is
often a struggling reader’s greatest fear, as it publicizes
his/her weakness. To enable learners to achieve
success, allow time to practice with a voice recorder,
teacher or buddy until they are confident to present it.

4. Explore children's interest. Include a range of
reading materials in your classroom for independent
reading.
5. Use Cloze activities. This alters the process of reading
from identifying printed words to using meaning for
making sense. Leave the first few lines of the text intact
and blank out one of the words.

6. Use environmental print. Learners who are able to
read a pharmacy sign , walking down the street will
often find difficulty when presented with the same word
on a sheet of paper.
7. Use shared reading. Great method for boosting the
confidence of struggling readers. As the teacher
activates knowledge, the readers are beginning to
identify potential vocabulary that may be used in the
text.

Strategies in Teaching Reading

Vocabulary: The Use of Frayer Model
• A graphic organizer with four sections use for
vocabulary building.
• Involves definition of target vocabulary and
application of knowledge by generating examples
and non-examples, using in a sentence,
providing translation (ESL), citing connections,
giving characteristics, and/or drawing a picture
to illustrate the meaning of the word.

When to use it?
• Develop understanding of key concepts and vocabulary.
• Draw on prior knowledge to make connections among
concepts.
• Compare attributes and examples.
• Think critically to find relationships between concepts and
to develop deeper understanding of word meanings.
• Make visual connections and personal associations.

How to use it?
1. Select key vocabulary
2. Provide graphic organizer
3. Model the process
4. Divide the class into learner pairs
5. Let learners share their ideas
6. Create study helps

Reading Fluency: Partner Reading
It involves peer mediated instruction wherein
a higher-level reader provides assistance to a
partner with lower reading level.

Delivery
• Three times a week for at least 20 minutes per
session
• Train peer tutors in giving feedback
• Establish a routine
• Plan seating arrangement and placement of
reading materials
• Categorize reading selections where learners can
choose reading materials

Teacher Preparation
• Determine learners' reading levels.
• List learners from highest to lowest based from
their reading abilities.
• Divide the list in half.
• Place the first learner (highest) on the first list
with the first learner (lowest).
• Continue until all learners have been partnered.

Example of Partner Reading Pairs
High Performing
Readers (HP)
Low Performing
Readers (LP) Pairs
1st HP 1st
LP A
2nd HP 2nd
LP B
3rd HP 3rd
LP C
4th HP 4th
LP D

• The reader from the first list (HP) will be called
Partner 1 while that from the second list (LP)
will be called Partner 2.
• Prepare correction cards.
• Partner 1 always begins the reading, while
Partner 2 follows along.

1. Partner 1 (HP), reads the first paragraph. Partner
2 (LP) follows along.
2. Partner 2 (LP) reads the same paragraph.
3. After both partners read one paragraph, Partner 2
(LP) retells sequentially what happened in that
paragraph.
Directions for Implementation

4. Partner 1 (HP) should praise Partner 2 when s/he
retells sequentially what happened in that
paragraph.
5. The pairs will repeat steps 1-4 until the passage
is complete.
Directions for Implementation

6. Partners should refer to the correction card
when mistake is made.
6.1 If a learner reads a word incorrectly, skips
a word, or does not say a word within 4
seconds, his/her partner says, “Check it!”

6.2. Then his/her partner will point to the word
and say, “Yes, that word is_____. What word?”
The learner repeats the word. Then the partner
says, “Please reread the sentence.”
6.3. Alternatively, if the learner does not know
the word, the partner says, “That word is _____.
What word?” The learner says the word. Then
the partner says, “Please reread the sentence.”

7. Partner 1 and Partner 2 can also make flashcards
of all words that Partner 2 does not know. If after
reading there are a few extra minutes available,
Partner 1 can take five of the cards and review
them with Partner 2.
6.4. The learner is always asked to repeat the
word and reread the sentence.

Reading Fluency and Vocabulary: Boom!
Strategy
It is an engaging and playful strategy which
is fun and fast-paced game. The objective of the
game is for the learner to read as many sight
words on the cards/sticks as s/he can.

Delivery
• Implementation should be three times a week
for at least 20 minutes per session.
• Conducted by dividing the class into small
groups of learners while the teacher acts as a
facilitator who first shows the learners how to
play the game and provides corrective feedback
as needed.

A routine which includes the following should be
developed:
• identifying sight words list
• writing sight words on wooden sticks or printing
them on cards
• choosing storage containers for the sticks or
cards

• establishing a routine for learners to adopt so
that they know the step-by-step requirements
for engaging in Boom!
• planning the seating arrangement and where
the materials will be located
• periodically replace some of the Boom! sticks or
cards with rewards
• connect it to writing, for independent readers

Teacher Preparation
1. Write high frequency (sight) words on wooden
craft sticks or print them on cards (one word per
stick/card)
2. On some sticks/cards write the word “BOOM!”
3. Tie each group of sticks/cards and place them
in a container.

Directions for Implementation:
The teacher should provide these directions for
learners:
1. Learners sit in a circle.
2. One learner shuffles the sticks/cards.
3. Learners take turns picking a stick/card and
reading the word fluently.

4. If the learner reads the word correctly s/he
keeps the stick/card.
5. If the learner reads the word incorrectly s/he
returns the stick/card in the stack/deck and
the stack of sticks/ deck of cards is shuffled.

6. When a learner chooses a Boom! stick/card
s/he must say, “Boom!” and put all of
his/her word sticks/cards back into the
stack/deck.
7. After all the sight words are read or after the
given time the player with the most
sticks/cards wins.

Reading Remediation Strategies
for Modular Distance Learning

1. VISUALIZING Printed Materials
Image source: https://sl.bing.net/eLL2vxR721A
https://sl.bing.net/fW8mjyvRKfc

2. Activating Prior Knowledge
Before reading, teach the learners to activate
prior knowledge by making a list about what they
already know about a topic, creating a KWL chart,
doing a turn and talk, brainstorming, or simply
taking a moment to think silently.
Make recorded videos or send videos.
3. Model

Image source: https://images.ap.goo.gl/oA9izWuKU5PQtbSj7
https://ph.pinterest.com/pin/450008187780357454/
4. Re-Reading - Give a set of words for them to read at
home

Setting a purpose for reading helps keep
learners focused and engaged while reading and
gives them a mission so that comprehension can be
reinforced.
5. Setting a Purpose

Good readers use
context clues to help
them understand the
meaning of an
unfamiliar and
challenging word.
6. Context Clues
Image source: https://images.app.goo.gl/ eTK6PAyy7r22odxx8

Evaluating is
a reading strategy that is
conducted during and
after reading. This involves
encouraging the reader to
form opinions, make
judgments.
https://www.scribd.com/presentation/697738864/Chapter-5-
Reading-Comprehension-of-Fictional-Passages
7. Evaluating – To check learners'
comprehension

Two valid and reliable procedures that can
be used to monitor a learner's growth in reading
are: Oral reading and Maze reading. These tools
are generally used with learners who have an
established language base and are beginning to
read text-based materials.
8. Monitor – to know what is appropriate for
their level

Teachers meet those parents who can really
help do the teaching to their children and they
provide basic inputs or information on the basic
skills in teaching and assessing their children in
reading.
9. Training Parents To Be Para-Teachers

Reading Remediation
Strategies
for Online Distance Learning

Focus on the Basics
Learners need the time to work at their
pace, especially with fundamental reading
skills. Reading remediation that focuses on the
basics ensures that learners have a solid
foundation where they can grow their reading
skills as they learn.

Get Creative to Get Students Engaged
Remediation specialist Jen Burch has
discovered that less is more when using technology
in reading remediation. “I’ve found that the less
technology I use, the better. Learners seem to be
more engaged when I show them something I am
writing on a whiteboard instead of sharing
presentation through a screen,” says Burch.

Encourage students to use multiple areas
of the brain
Throughout in-person education, teachers use
different strategies to appeal to different kinds of
learners. In online remediation settings, educators
can still use various tactics to help learners engage
multiple areas of the brain to better understand
language concepts.

Adjust Expectations for Yourself and Your
Students
Successful reading remediation is a result
of realistic expectations set by both learners
and teachers.

What are examples of reading interventions?
Examples of reading interventions include
scaffolding, or providing supports for learners,
small-group instruction, use of technology,
explicit phonics instruction, and offering
choices of reading materials.

What is the best intervention for struggling
readers?
The most commonly used strategy to
improve reading fluency is the reading and
rereading of familiar texts. Opportunities to
read aloud, with guidance from teachers,
peers or parents, are also associated with the
development of fluent reading.

Eleven Reading Intervention
Strategies That Work
#1 Read as much as possible!
#2 Read aloud to model good reading.

#3: Mix It Up With Learners Choice
and Teacher Assigned Reading
There is value in both learner choice and
teacher choice when it comes to reading, and
they should definitely be both in good reading
instruction.

#4: Use Real Books Along With Reading Passages
and Textbooks
Reading passages and textbooks are great
because they allow focused practice in the skills
you are learning, at just the right level.

#5: Independent Reading and
Instructional Reading Level
There are 3 types of reading levels:
independent reading level, instructional
reading level, and frustrational reading level.

#6: Make Every Child Feel Successful
When learners feel defeated, their
motivation plummets. When learners feel
successful, their motivation skyrockets.

#7: Break It Into Shorter Chunks
Sometimes learners have a hard time staying
focused during long lessons.

#8: Rewards For Effort And Completions
Give rewards or
incentives
for effort and
completion, rather
than for achievement
https://katelynslearningstudio.com/reading-
intervention-strategies

#9: Routines
Learners thrive on
routine. They love knowing
what’s coming and being able
to participate smoothly in it.

#10: Games
The idea of playing a
game is so engaging and
motivating!
This Photo by Unknown Author is licensed under CC BY-SA

#11: Direct Instruction
Struggling readers
respond best to direct,
explicit instruction.

Application
Directions: Design a School Reading Intervention
Plan that will effectively address the needs of your
struggling readers. Use the sample template.

School Reading Intervention Plan Template
Action Plan Template Source: SDO Gapan City (2022). Teacher Development Program in Transforming Access to Classroom Reading Practices. NEAP
III Approved PD. Region III.

Rubrics for Output
Criteria Excellent
(4)
Satisfactory
(3)
Fair
(2)
Needs Improvement
(1)
Objectives Objectives are clear,
specific, and aligned
with learner needs.
Objectives are clear but
somewhat general.
Objectives are vague
and not entirely
aligned.
Objectives are unclear
or missing.
Implementation
Plan
Clear steps, timeline,
and roles assigned.
Plan is mostly clear but
lacks detail in some areas.
Plan is unclear in
steps or lacks
timeline.
No clear plan or
timeline.
Progress
Monitoring
Detailed system for
tracking learner
progress.
System for tracking
progress exists but needs
improvement.
Limited progress
tracking system.
No progress tracking
system.
Resource Use Effective use of available
resources.
Adequate resource use
but could be improved.
Minimal use of
available resources.
No resources
identified or used.
Parental
Involvement
Strong plan for engaging
parents/stakeholders.
Basic plan for involving
parents/stakeholders.
Limited plan for
parent/stakeholder
involvement.
No plan for involving
parents/stakeholder
Scoring:
18-24 points: Excellent plan, well-developed and
comprehensive.
12-17 points: Good plan, with room for
improvement in some areas.
6-11 points: Fair plan, needs enhancement in several areas.
0-5 points: Needs improvement, lacks key components.

“Reading is the mother of all learning”.
“Every child is capable of learning how to
read”
We, teachers, as collaborators of learning,
must be influential to our learners in
developing genuine love for reading.

References:
Seehorn, A. (2011). What Are Remediation Activities? | Synonym.
Synonym.com. https://classroom.synonym.com/remediation-activities
8065079.html
Osewalt, G. (n.d.). Remedial Instruction or Compensatory Approach | What’s
the Difference? Www.understood.org.https://www.understood.org/en/
articles /whats-the-difference-between-remedial-instruction-and-a
compensatory-approach
Reading Remediation (Grades 3-12) Canada | Evoke Learning. (2024,
September 5). Evoke Learning. https://www.evokelearning.ca/reading
remediation/reading-remediation-for-students-grades-1-12

References:
Four Remedial Reading Strategies for Elementary Students: Creative Ideas.
(2011, January 19). Www.brighthubeducation.com. https://www.bright
hubeducation.com/special-ed-learning-disorders/103576-four-remedial
reading-teaching-strategies/
Schlauch, K. (2014, May 10). 10 Reasons Why Reading is a Skill Every Child
Should Develop. Www.libertychristianschoolmd.com. https://www.liberty
christianschoolmd.com/blog/10-reasons-why-reading-is-a-skill-every
child-should-develop
8 Tips to Help Students Build Better Reading Skills | Waterford.org. (2017, April
12). Waterford.org. https://www.waterford.org/resources/tips-to-help
students-build-better-reading-skills/

PPT and Session Guide Writer:
Luzviminda G. Sese
Master Teacher I, Gapan South Central School
SDO Gapan City, DepEd Region III
PPT Template Designer/Layout Editor:
Emmanuel DG. Castro
Teacher III, HGNHS
SDO Gapan City, Region III

NEAP Approved Session 8_Reading Interventions.pptx

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