Intervene Early
Teachers should administer screening assessments at the beginning of the school year to pinpoint those students who are performing below grade level. Then, teachers should use diagnostic assessments throughout the school year to determine specific skill areas that need to be addressed. Interventions for these students should start immediately and be a top priority for instruction.
Provide Extra Instructional Time
Teachers should schedule sufficient instructional time to allow students to make more than a year’s gain in one academic year. 150 minutes of morning language arts with possible 30 to 60 minutes of afternoon instruction is recommended; after-school and summer instruction should be added as well.
Utilize Small-Group Instruction
Small groups of students are advocated with flexible skill grouping. This grouping means that students move to lower or higher groups depending upon their performance. Academic needs must be a top priority when developing student schedules.
Use Effective Instructional Materials
Instructional materials that have proven effective with students comparable to those being served in the school should be used. Teachers should examine reports from the Florida Center for Reading Research or What Works Clearinghouse for reviewed programs.
Create a Comprehensive Aligned Program
The intervention programs should include instruction in all major areas of reading instruction. These areas include phonemic awareness, phonics, fluency, vocabulary, and text comprehension. The instruction should be carefully aligned as well.
Administer Progress-Monitoring Assessments Frequently
Progress-monitoring assessments should be done twice a month (at a minimum) to ensure students are progressing at an adequate level and are learning what is being taught. Adjustments are made based on student performance in the curriculum.
Group for Maximum Efficiency
All students should be at the same instructional level when they are placed in groups. This grouping ensures instructional efficiency and effectiveness. Scheduling should reflect student skill levels.
Include a Motivational Component
Students who have struggled on a repeated basis are not motivated to learn. Thus, teachers should choose programs at the right skill levels so students can experience success. When students are successful, they are motivated to continue to learn. Daily goals, privileges, and prizes may also be used.
Ensure Well-Trained Teaching Personnel
Anyone who is working with students in need of reading remediation should be trained in the use of the program and materials used with students. Observations and coaching should be provided to those individuals delivering instruction to ensure program integrity. When high quality programs are delivered correctly, students are more likely to be successful and show improved academic performance.