The Savvy Teacher’s Guide: Reading Interventions That Work
The Savvy Teacher’s Guide:Reading Interventions That WorkJim al.org
The Savvy Teacher’s Guide: Reading Interventions That WorkJim Wright ( www.interventioncentral.org)2IntroductionI created the manual, The Savvy Teacher’s Guide: Reading Interventions That Work, forclassroom instructors who need to have a range of reading interventions available forstudents with diverse learning needs.The great majority of the interventions described in this manual were selected becausethey had been cited as effective in the recent National Reading Panel (2000) report, acomprehensive meta-analysis of successful reading strategies.All interventions presented here are research-based. In most cases, I attempted toreconstruct the reading strategy from the cited research articles with few if any changes.In some instances, however, I did make adaptations to the interventions to make themmore classroom-friendly.Instructors who want to remain current on school-based interventions being added to thismanual series are encouraged to visit my website, www.interventioncentral.org.Jim WrightJuly 2001References:National Reading Panel. (2000). Teaching children to read: An evidence-basedassessment of the scientific research literature on reading and its implications forreading instruction. (NIH Publication No. 00-4754). Washington, DC: National Instituteof Child Health and Human Development.
The Savvy Teacher’s Guide: Reading Interventions That WorkJim Wright ( www.interventioncentral.org)3The Savvy Teacher’s Guide: Reading Interventions That :Introduction. 2Introducing Academic Strategies to Students: A Direct-Instruction Approach. 4Techniques to Promote Error Correction. 9Word Supply .10Sentence Repeat .10‘Word Attack’ Hierarchy.11Error Word Drill.11Techniques to Promote Reading Fluency .13Assisted Reading Practice.14Listening Passage Preview .15Paired Reading.17Repeated Reading .19Techniques to Build Text Comprehension.21Advanced Story Map Instruction.22“Click or Clunk?” A Student Comprehension Self-Check .25Keywords: A Memorization Strategy.28Main-Idea Maps.33Mental Imagery: Improving Text Recall.36Oral Recitation Lesson.38Prior Knowledge: Activating the ‘Known’ .40Question-Generation.44Reciprocal Teaching: A Reading Comprehension Package.46Text Lookback .52
The Savvy Teacher’s Guide: Reading Interventions That WorkJim Wright ( www.interventioncentral.org)4Introducing Academic Strategies toStudents: A Direct-InstructionApproachTeachers know how difficult it often is to get students to understand and use a newacademic strategy. A number of roadblocks can prevent students from successfullyapplying strategies. For example, students may initially learn the steps of a strategyincorrectly and become discouraged when they discover that it does not help them withtheir work. Even if students become proficient in using a strategy, they may fail torecognize those academic situations when the strategy should be applied. (An unusedstrategy is equal to no strategy at all!) Or students may know full well when they aresupposed to use a strategy (e.g., proofreading a homework assignment) but simply beunmotivated to do so.Fortunately, you can follow a direct-instruction sequence to increase the probability thatyour students will both correctly master and actually use effective academic strategies.This framework includes four major stages: (1) you explicitly show students how to usethe skill or strategy, (2) students practice the skill under your supervision--and you givefrequent corrective feedback and praise, (3) students use the skill independently in realacademic situations, and (4) students use the skill in a variety of other settings orsituations (“generalization”). To avoid overloading your students with more newinformation than they can absorb, teach only one strategy at a time and make sure thatyour students have thoroughly mastered each strategy before teaching them another.1. “Show them!”: The teacher demonstrates to students how to use theskill. The goal in this introductory step is to demonstrate the strategy so clearlythat students will have a firm understanding and foundation for their later masteryof the skill. In most cases, you shoulddevote at least a full session to demonstratingthe strategy. (More complex strategies mayrequire additional time.) During the lesson,students should be actively engaged andresponding, rather than passively listening.If possible, make the session fast-paced,interactive, and fun!Introduce the skill. To build a rationale forusing the skill, discuss the problem ordifficulty that it can resolve. You might, for example, introduce the use of keywords (a strategy formemorizing factual information) by holding up a classroom science text andsaying, “You will need to remember hundreds of important facts from your
The Savvy Teacher’s Guide: Reading Interventions That WorkJim Wright ( www.interventioncentral.org)5science reading. Today we are going to learn a strategy that can help you todo this.” You can also stimulate student interest and motivation and activate the class’sprior knowledge of the topic by having the group briefly share their ownfavorite techniques for accomplishing the same academic goal (e.g., “Whatare some of your favorite ways to memorize lots of facts?”).Describe & demonstrate the skill. Present the main steps of the strategy in simpleterms. List the same main steps on a wall poster or in a handout so that studentscan refer back to them as needed. Use overhead transparencies or other visualaids to display examples of text, academic worksheets, or other materials that youwill use to demonstrate the strategy. Consider handing out student copies of thesame materials so that your class can work along with you. Take students throughseveral demonstrations in which you walk through the steps of the strategy. Use a“think-aloud” procedure to share your reasoning with students as you apply thestrategy. Start with simple examples that most students should be able tounderstand without difficulty. Introduce increasingly complex examples until youare demonstrating the strategy using grade-appropriate content.Elicit student participation. Run through several more demonstrations of thestrategy, inviting student volunteers to come to the front of the room to walk theclass through the strategy. Or call on different students to share how they wouldapply each step. Give gentle, corrective feedback as needed. Praise studentsfrequently and give them specific positive feedback whenever they correctly use astep in the strategy.Assess student understanding. The class is ready the move to the next stage ofinstruction when most students appear to have a general understanding of thesteps in the strategy, and guidelines for when to use it. You should be able to tellthrough the quality of student responses whether the class grasps the strategy.2. “Watch them & praise them!”: Students practice the skill underteacher supervision. At this stage, students have begun to acquire thestrategy but need opportunities to practice it under teacher supervision. Teacheroversight and feedback is especially important to prevent students new to the skillfrom practicing it incorrectly.Start by giving students simple examples. As students become more skilled inusing the strategy, give them more advanced academic materials, until theexamples are equal to grade-level work.For this stage, you may want to pair students and have them alternate roles: onestudent applies the strategy to an example, while the other acts as the observerwho checks the posted strategy steps to be sure that all steps were correctlyfollowed. As students work, you can walk around the room to monitor the dialog,
The Savvy Teacher’s Guide: Reading Interventions That WorkJim Wright ( www.interventioncentral.org)6and provide feedback, praise, and assistance as needed. Alternatively, you maywant to have students work independentlyand then ‘report out’ on their strategies to thelarger group.Many students, particularly those who needmore practice and support to learn a newskill, do best at this stage if they areencouraged initially to “think aloud” as theymove through the strategy—i.e., stating eachstep of the skill as they implement it andgiving reasons for the decisions that theymake. As students show that they can use thestrategy dependably, you can ‘fade’ students’ use of “think aloud”. First,demonstrate to them how lower their tone of voice during “think-aloud” untilstudents are whispering softly the steps of the strategy. Then model to studentshow to mouth the steps silently or simply to think through the steps withoutactually stating them.While most of your students are likely to progress at a similar rate, you willprobably find that several students are advanced in their understanding of the skilland others lag behind. You may want to assign advanced students as peer“strategy” coaches to work with their classmates. Students who struggle inacquiring the strategy may require scaffolding support (individual modificationsto help them to master the concepts or tasks), such as additional teacher feedbackand praise, simplified practice materials, or more opportunities to try out the skill.Assess student acquisition. Your class is ready to advance to the next stage whenthe majority appears to understand and to be able to use the strategy reliably—atleast with simple materials.3. “Make them use it!”: Students employ the skill independently in realacademic situations. After learning a strategy and practicing it under yoursupervision, students are now ready touse it to complete classwork andhomework assignments.Again, you should start off with studentsapplying the strategy to simplerassignments. Gradually increase thelength and complexity of assignments asstudents become more confident andskilled with the strategy. Be prepared atthe start of this stage to monitorstudents’ follow-through and care inusing the strategy. Give ongoingfeedback and encouragement as needed.
The Savvy Teacher’s Guide: Reading Interventions That WorkJim Wright ( www.interventioncentral.org)4. “Expand their horizons!”: Students use the strategy in allappropriate settings orsituations. The ideal outcome ofstrategy training is that the studentgeneralizes the training (e.g., is ableand willing to use the strategy in anyacademic situation in which it wouldbenefit him or her). Although it isevery teacher’s fervent wish thatstudents generalize good academicstrategies, most children need directtraining and reinforcement to help themto apply a skill across settings (e.g., atschool and at home) or in different activities. Here are some ideas to assiststudents to generalize skills: When you first train students to use the strategy, give them variedmaterials. If you are training them to use a reading strategy, for example,you might use excerpts from an encyclopedia, a news magazine, and ahistory textbook. Use a clear, simple verbal prompt or other reminder whenever you wantstudents to employ a specific strategy. Let other teachers know that you have taught your students a specificstrategy. Share copies of the strategy steps with these instructors and urgethem to require students to apply the strategy in their classrooms. Send a note home to parents outlining the steps of the strategy that theirchild has been taught. If appropriate, encourage parents to help the childto use the strategy on a homework assignment. Enlist students who are proficient in using the strategy to serve as peertutors, available to train other students (or even adults!) to use the skill. Have students share creative ideas for extending, improving, or enhancingthe strategy. Type up these ideas to share with other students andinstructors.References:Baumann, J.F. (1984). The effectiveness of a direct instruction paradigm for teachingmain idea comprehension. Reading Research Quarterly, 20, 93-108.7
The Savvy Teacher’s Guide: Reading Interventions That WorkJim Wright ( www.interventioncentral.org)Carnine, D. (1994). Diverse learners and prevailing, emerging and research-basededucational approaches and their tools. School Psychology Review, 23, 341-350.Pressley, M., Johnson, C.J., Symons, S., McGoldrick, J.A., & Kurita, J.A. (1989).Strategies that improve children’s memory and comprehension of text. The ElementarySchool Journal, 90(1), 3-32.Schunk, D.H. & Rice, J.M. (1993). Strategy fading and progress feedback: Effects onself-efficacy and comprehension among students receiving remedial reading services.Journal of Special Education, 27, 257-276.8
The Savvy Teacher’s Guide: Reading Interventions That WorkJim Wright ( www.interventioncentral.org)Techniques to Promote ErrorCorrectionThe National Reading Panel (2000) noted the interaction between a reader’s ability torecognize the meanings of individual words in printed text (vocabulary comprehension)and that reader’s skill at comprehending the larger meaning of a passage (textcomprehension).According to the Panel, vocabulary instruction should be taught to students both directlyand indirectly. Children learn vocabulary items better if given repeated exposure to thoseitems (e.g., in regular vocabulary review sessions).Students who are just learning to read or have delayed reading skills often benefit fromhaving a more accomplished reader listen to their reading and correct any readingmistakes immediately.This section presents several error-correction techniques and one procedure forvocabulary drill-and-practice that teachers, tutors, or parents can use with developingreaders.9
The Savvy Teacher’s Guide: Reading Interventions That WorkJim Wright ( www.interventioncentral.org)10Error Correction and Word Drill TechniquesDescription: Students who are just learning to read or havedelayed reading skills often benefit from having a moreaccomplished reader listen to their reading and correct anyreading mistakes immediately. Below are several errorcorrection techniques and one procedure for vocabularydrill-and-practice that teachers, tutors, or parents can usewith developing readers.Word SupplyBefore the student begins to read, tell the student, “If you come to a word that you do notknow, I will help you with it. I will tell you the correct word while you listen and point tothe word in the book. After that, I want you to repeat the word and continue reading.Try your best not to make mistakes.” When the student commits a reading error (e.g.,substitution, omission, 5-second hesitation), immediately pronounce the correct word forthe student, have the student repeat the word correctly, and then direct the student tocontinue reading. NOTE: To avoid too many reading interruptions, do not correct minorstudent errors (e.g., misreading or omitting the or a, dropping suffixes such as –s, -ed, or–ing)Word supply is the simplest error-correction to use, so it can be ideal for student tutors orparents to use. On the other hand, the approach is less powerful than others describedhere for building student reading vocabulary (Singh, 1990).Sentence RepeatAt the start of the reading session, say to the student, “If you come to a word that you donot know, I will help you with it. I will tell you the correct word while you listen andpoint to the word in the book. After that, I want you to repeat the word and then read therest of the sentence. Than I want you to read the sentence again. Try your best not tomake mistakes.” When the student commits a reading error (e.g., substitution, omission,5-second hesitation), immediately pronounce the correct word for the student and havethe student repeat the word correctly. Then direct the student to reread the entiresentence in which the error occurred. The student then continues reading the passage. (Ifthe student repeats the original reading error when rereading the sentence, you shouldagain pronounce the word correctly and have the student repeat the word. Then continueon.) NOTE: To avoid too many reading interruptions, do not correct minor student errors(e.g., misreading or omitting the or a, dropping suffixes such as –s, -ed, or –ing) (Singh,1990).
The Savvy Teacher’s Guide: Reading Interventions That WorkJim Wright ( www.interventioncentral.org)11‘Word Attack’ HierarchyIn this approach, the instructor prompts the student to apply a hierarchy of word-attackskills whenever the student misreads a word. The instructor gives these cues indescending order. If the student correctly identifies the word after any cue, the instructorstops delivering cues at that point and directs the student to continue reading. NOTE: Toavoid too many reading interruptions, do not correct minor student errors (e.g.,misreading or omitting the or a, dropping suffixes such as –s, -ed, or –ing).Here are the ‘Word Attack’ Hierarchy instructor cues:1. “Try another way.” This cue is given directly after a reading error and alerts thestudent to the fact that she or she has misread the word.2. “Finish the sentence and guess the word.” The student is encouraged to makeuse of the sentence context to discover the correct word pronunciation.3. “Break the word into parts and pronounce each one.” The student is directed tosound out the segments of a word independently.4. Using an index card, the tutor covers over parts of the word and each the studentto sound out only the part of the word that is visible. This approach teachers thestudent a method for reducing the amount of visual information in each word.5. “What sound does ‘ ’ make?” As the tutor covers selected parts of the wordwith an index card, the student is directed to use phonics information to sound outthe word.6. “The word is .” If the student cannot decode the word despite instructorsupport, the instructor supplies the word. The student is directed to repeat theword and to continue reading.(Haring, et al., 1978).Error Word DrillThe Error Word Drill is an effective way to build reading vocabulary. The procedureconsists of 4 steps:1. When the student misreads a word during a reading session, write down the errorword and date in a separate “Error Word Log”.2. At the end of the reading session, write out all error words from the readingsession onto index cards. (If the student has misread more than 20 differentwords during the session, use just the first 20
The Savvy Teacher’s Guide: Reading Interventions That Work Jim Wright ( www.interventioncentral.org) 2 Introduction I created the manual, The Savvy T eacher’s Guide: Reading Interventions That Work , for classroom instructors who need to have a range of reading interventions available for students with diverse learning needs.
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