1. A reading intervention designed to address all three reading deficit areas: (a) word identification, (b) fluency, and (c) comprehension.
a. most reading interventions focus only on word identification.
b. initial for students reading levels 1-2
2. It is based on an understanding of reading as creating meaning with print.
a. This understanding is supported by the latest research in cognitive neuroscience, linguistics, psycholinguists, eye moment, and miscue analysis.
b. different from outdated view of reading as simply sounding out words.
c. designed to enhance students’ ability to create meaning with print – vs. sound out words.
3. The research-based activities are designed to develop all three cueing systems used by the brain to recognize words during reading: (a) semantic, (b) syntactic, and (c) grapho-phonologic or phonologic.
a. Most interventions focus only on phonologic.
4. Intervention activities are found within meaningful contexts to the greatest extent possible.
a. try to minimize instances of studying words and letter patterns in isolation.
b. enhance students’ ability to transfer of skills to real life context.
5. It utilizes teachers’ expertise and experience in designing interventions to meet the needs of their students.
a. a template is provided, but teachers are encouraged to adopt and adapt.
b. teachers able to select from a menu of strategies to create their own daily lessons
c. no such thing as a one-size fits’ all program or intervention that works best for all students
6. It is engaging and briskly-paced.
a. individual activities are between 3 and 8 minutes in duration.
b. each lesson/session contains four to six activities.
c. each lesson/session lasts between 15 and 30 minutes.
d. activities fall within students’ zone of proximal development
7. It can be used as part of RTI or as a stand-alone intervention
a. all the elements are included
b. progress monitoring
c. research-based strategies
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