Evidence-Based Reading Intervention Strategies

Evidence-Based Reading Intervention Strategies

Structured Literacy / Orton-Gillingham Approach

Required for dyslexia intervention in Florida

Core Principles

1. Explicit: Directly teach all concepts; never assume discovery
2. Systematic: Follow logical scope and sequence
3. Cumulative: Each lesson builds on previous; constant review
4. Multisensory: Engage visual, auditory, kinesthetic simultaneously
5. Diagnostic: Assess continuously; adjust instruction to needs

Multisensory Techniques

Simultaneous Oral Spelling (SOS): 1. Teacher says word: "cat" 2. Student repeats: "cat" 3. Student names letters while writing: "c-a-t" 4. Student reads what was written: "cat"

Air Writing: - Student writes letters/words in air with full arm movement - Say sound/letter while writing - Engages gross motor memory

Sand/Salt Trays: - Student traces letters in textured material - Says sound while tracing - Provides tactile feedback

Arm Tapping: - Tap sounds on arm (shoulder to wrist) - Blend by sliding hand down arm - Kinesthetic connection to blending

Phonemic Awareness Intervention

For students who can't hear individual sounds in words

Intervention Sequence

1. Syllable level: Clap syllables in words
2. Onset-rime: "What's left if I take /c/ off 'cat'?"
3. Phoneme isolation: "What's the first sound in 'sun'?"
4. Phoneme blending: "/s/ /u/ /n/ - what word?"
5. Phoneme segmentation: "Say the sounds in 'map'"
6. Phoneme manipulation: "Say 'cat' without /c/"

Key Strategies

• Elkonin Boxes: Push tokens for each sound
• Mirror work: Watch mouth form sounds
• Minimal pairs: Practice similar sounds (bit/bet, cat/cap)
• Stretching: Stretch continuous sounds (mmmmm, sssss)

Intensity: 10-15 minutes daily, small group or 1:1

Phonics Intervention

For students who can't connect sounds to letters

Systematic Sequence

1. Single consonants (m, s, t, a, p...)
2. Short vowels in CVC words
3. Consonant digraphs (sh, ch, th, wh)
4. Consonant blends (bl, st, cr...)
5. Silent e / CVCe pattern
6. Vowel teams (ai, ea, oa, ee...)
7. R-controlled vowels (ar, er, ir, or, ur)
8. Diphthongs (oi, oy, ou, ow)

Word Reading Routine

1. Sound-by-sound: Point to each letter, say sound
2. Blend: Sweep finger, blend sounds together
3. Whole word: Say word fluently
4. Meaning check: Use in sentence or define

Encoding (Spelling) Routine

1. Say word clearly
2. Student repeats word
3. Student segments sounds (use fingers or boxes)
4. Student writes each sound
5. Student reads what was written
6. Check and correct

Decodable Text: MUST use texts with only taught patterns

Fluency Intervention

For students who decode but read slowly/choppily

Repeated Reading Protocol

1. Select passage at instructional level (90-95% accuracy)
2. Teacher models fluent reading
3. Student reads passage (time 1 minute, count WCPM)
4. Discuss errors, practice difficult words
5. Student re-reads same passage 3-4 times
6. Track WCPM improvement across readings

Partner Reading

1. Pair stronger reader with struggling reader
2. Stronger reader reads paragraph first (model)
3. Struggling reader reads same paragraph
4. Partner provides support/correction
5. Switch paragraphs, continue

Phrase-Cued Reading

• Mark text with slashes for phrase boundaries
• "The big dog / ran fast / to the park."
• Student practices reading in phrases, not word-by-word

Fluency Norms (WCPM targets)

Comprehension Intervention

For students who decode but don't understand

Before Reading Strategies

• Preview: Look at title, headings, pictures
• Activate background: "What do you already know about ___?"
• Set purpose: "Read to find out ___"
• Predict: "What do you think will happen?"

During Reading Strategies

• Stop and think: Pause every paragraph to check understanding
• Visualize: "Picture this in your mind"
• Question: "What questions do you have?"
• Clarify: "Does this make sense? Reread if not."
• Summarize: "What happened so far?"

After Reading Strategies

• Retell: Beginning, middle, end
• Main idea: "What was this mostly about?"
• Connections: Text-to-self, text-to-text, text-to-world
• Questions: Answer and generate questions

Graphic Organizers

• Story map: Characters, setting, problem, events, solution
• Main idea web: Central idea with supporting details
• Sequence chain: First, next, then, finally
• Venn diagram: Compare/contrast

Vocabulary Intervention

Explicit Vocabulary Instruction

1. Introduce: Say word, students repeat
2. Define: Student-friendly definition
3. Example: Use in meaningful context
4. Non-example: What it's NOT
5. Practice: Students use in sentences
6. Review: Spiral back frequently

Word Learning Strategies

• Context clues: Use surrounding text
• Morphology: Break into prefix/root/suffix
• Dictionary/glossary: Look it up
• Word relationships: Synonyms, antonyms, categories

Intervention Program Considerations

When selecting programs, ensure: - Evidence-based (What Works Clearinghouse, FCRR) - Aligned to Science of Reading - Systematic and explicit - Includes all components (PA, phonics, fluency, vocab, comp) - Progress monitoring built in - Appropriate for student's specific needs

Common Evidence-Based Programs: - Wilson Reading System - Orton-Gillingham based programs - Lindamood-Bell (LiPS, Visualizing & Verbalizing) - REWARDS (for older students) - Read 180 (with caution - ensure phonics component) - Lexia Core5 (technology-based)

Intervention Intensity Guidelines