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Chances are, none of your older reading intervention students have the same learning profile, so no one method will meet their collective needs. ![]()
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Add to that, new brain and learning research is published often!![]()
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While Science of Reading is the newest buzz phrase, it’s just one of many areas you need to know to help your students. How do you stay on top of it all?![]()
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Besides book studies and professional development, be sure to tune into our weekly email. It’s full of current information and access to freebies, including research summaries and promising practices! In fact, our May 30 newsletter will focus on intervention must-reads to influence your instruction!![]()
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Be sure to subscribe on HuddleTeach.com. We take our promise to not spam you/sell your information seriously! We exist to make your job easier!![]()
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We were getting so many false-positives requiring extra assessments to show students are not in need of interventions!![]()
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If we expect students to be engaged in their learning, we must take the steps to engage them in assessments! ![]()
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Before our classes complete universal screeners, our teachers use talking points we developed to explain to students the purpose of the assessments. ![]()
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It lets them know that we are looking for their strengths and areas in which they need support, and if their assessments show the need for support, we will make sure they get it! Our job is to help them be the best readers they can be! ![]()
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Once we started these “priming” conversations before screeners, our false-positive numbers dropped dramatically, and our backlog cleared up!![]()
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Have you had this experience? How do you help your students engage in their assessments? ![]()
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#middleschoolreadingintervention
When literacy skills improve, so does behavior! That’s because older struggling readers sometimes label themselves as “dumb” and can’t understand why they’re “different.” They are tired from working so hard to not see the fruits of that labor. And their behaviors cover what has become a self-esteem, self-worth issue.![]()
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When we validate their struggles, show them small successes that build into larger ones, and set and achieve goals, behaviors calm.![]()
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Students start to trust us and themselves, and success begins to breed success. ![]()
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We spend the first five days of intervention building those attitudes and a growth mindset. You can use our proven way of getting students intentionally engaged in activities that will label your class “the fun one,” while building momentum!![]()
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Check our bio for a direct link to The First Five Days of Intervention!![]()
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How do you turn it around?![]()
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#readinginterventionist![]()
#middleschoolreading
Secondary struggling readers have onion layers to their deficits. The data often doesn’t indicate the real issue. But how do you know what’s motivation and what is really a skill deficit?![]()
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Two of our blog posts - Is Reading Motivation Really the Issue? and Assessments for Reading in Secondary Intervention can help you decide how to help your readers!![]()
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Read them by clicking on the blog in our bio link, and tell us how you pinpoint your readers needs in the comments!![]()
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#secondaryreadingintervention ![]()
#huddleteach![]()
#mtssreadingintervention ![]()
#readingdata ![]()
#readingmotivation
Sometimes, on that first day of intervention, we charge in with our encouraging speech ready to go! Our assumption is that struggling readers don’t like to read. But, as Kelly Gallagher says, we are committing assumicide-making assumptions that undermine our lessons! ![]()
The fact is, there are always a few students in intervention classrooms who love to read! When we ask questions about their love for a book or author, we often find out that they have heard the book read aloud, perhaps by an earlier grade teacher. They may have even seen the movie and attempted to read the book themselves. ![]()
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We never deny that a student has read a book or loves an author! Instead, we ask if we can bring that book into the classroom for them to revisit or purchase more books by that author for them to read. Then we work those books and authors into our instruction. After all, we know the student is engaged with those texts, and in secondary reading, that’s more than half the battle!![]()
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Have you had the experience of struggling readers loving to read? How do you help them move forward without bursting their reading bubble? Let us know!![]()
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#literacycoach
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How did I miss this from the What Works Clearinghouse? Check out the guide for Providing Reading Interventions for Students in Grades 4-9. https://t.co/8syhNgIlAG
2 key takeaways:
1️⃣ “Reading comprehension should be taught with texts worth reading – texts from which we want students to gain knowledge.”
2️⃣ “Three kinds of instruction paid ...off the most: summarizing, developing an understanding of text structure, and/or paraphrasing.”
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Children's brain activity looks different whether they are reading narrative or informational text--no surprise that classroom research suggests our instruction for these genres should be different ...too (e.g., purposes established for reading, text structures taught, ?s asked...)
No matter where,
