Students selected for this Reading Program have been identified as children who would benefit from small group reading instruction. Students are pre-assessed by the Reading Specialist in an individual setting for both oral reading fluency and comprehension.
Why is my child eligible to be screened?
Eligibility to be screened for this program was based on multiple measures that included one or
more of the following: teacher recommendations, student performance on school assessments,
and/or previous history in a reading support program.
Next steps...
Students meeting one or more of these criteria are screened at the beginning of the school year
using an Informal Reading Inventory to evaluate current reading comprehension skills as a way
to determine eligibility for the program.
Qualifying students are grouped by grade level and meet weekly. Students will be notified about the group's day, time and schedule.
Students leave an elective class and are not penalized for attendance or work missed during this time.
Students are re-evaluated throughout the year as needed.
How does this program work within my child’s schedule?
The Reading Intervention Program will take place during school hours and your child will not be
pulled from any academic classes. Your child will receive reading intervention during one of
their elective periods once per week in a small group setting. All elective teachers will be made
aware that your child will be with me during that time. In addition, elective teachers are advised
that your child will not be penalized for any work that's missed while attending the program.
Students are pre-assessed before the program using an Informal Reading Inventory (IRI) which measures both oral reading fluency and comprehension skills.
In Reading Intervention, students are working with a small group of their peers and are instructed by the teacher. Students read non-fiction and fiction text to learn and apply various before, during, and after reading skills. The teacher models reading as an active process by having students pre-read, stop and think as they read, and learn to reflect and summarize after reading. Students work with engaging, short text such as articles, poems, short mysteries, or even cartoons to apply these reading skills. Students participate in thoughtful group discussions about the text, do partner work with the text, and have individual reading time to work on each skill. The teacher facilitates, supports, and evaluates each student's progress throughout the program.