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If your student is able to read with fluency, but does not comprehend what they have read, then comprehension should be the focus. Checking the student's listening comprehension may give helpful information about the cause of the comprehension difficulties. Think specifically about the student's individual difficulties with comprehension. Is the problem with understanding the question/wh- questions, understanding vocabulary, paying attention, finding information in the text, inferring from text, or recognizing story elements? Analysis of the problem will help you to target the correct comprehension skill.
Interventions
Interventions
Progress Monitoring
Progress Monitoring
Make sure to get three baseline points before starting your intervention & monitor progress AT LEAST every other week!
MAZE/DAZE Cloze Reading Passages
Norms (below)
This can be done with the whole class or a group all at once!
MAZE/DAZE Norms (Cloze Reading Passages)
LLI Levels
Orange: A-C (Kindergarten)
Orange Booster Packs: D-E
Green: A-J (Grade 1)
Green Booster Packs: K
Blue: C-N (Grade 2)
Red: L-Q (Grade 3)
Gold: O-T (Grade 4)
Purple: R-W (Grade 5)
Teal: U-Z (Grade 6-12)
Useful Strategies/Accommodations for gaining comprehension skills:
Useful Strategies/Accommodations for gaining comprehension skills:
Motivation
Select texts that are of interest to students: use an interest survey or parent questionnaire to determine interests
Set goals with students
Choose a variety of reading materials (magazines, websites, newspapers, etc.)
Teach note-taking and highlighting skills
Have students visualize and/or draw pictures of what they read
Understanding parts of a story
During read-aloud, think out loud, discuss characters, setting, details in the pictures, connections
Encourage oral participation in class-sharing sessions
Model and practice verbally retelling the beginning, middle, and end of the story in order
Have students create a gist statement using exactly 10 words
Use graphic organizers
Prompt students for strategic thinking
You said...Did that make sense?
Stop and think about what you read
Is that what it said?
Vocabulary
Front-load new vocabulary or content vocabulary (teach the vocabulary before asking the student to read the text)
Use sticky notes for students to write down new vocabulary words and meaning
Answering questions
Give students a purpose for reading
Teach students to utilize pictures, headings, etc.
Offer options for answers to questions if they are struggling to differentiate between wh- questions (one makes sense, one does not)
Prompt students to read questions before reading the passage
Use fill-in-the-blank and/or word banks if the student struggles with extended response
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