Comprehension Lessons for RTI: Grades 3-5

Reading Comprehension Guide, Strategies & Worksheets

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These lesson plans are appropriate for use with struggling readers and focus on improving reading comprehension. Research staff members developed the lesson plans, and certified teachers implemented them. These 11 intervention overviews and sample lesson plans illustrate instruction provided to struggling readers in elementary school grades 1—5 as part of our — early intervention research. These sample lessons address students' different needs and were implemented in Tier 2 of a response to intervention model.

They are appropriate for use with struggling readers in elementary school. Lessons focus on comprehension, word study, or phonics. Word Recognition and Fluency: Interventions for Upper-Elementary Students With Reading Difficulties These lesson plans reach word recognition skills and strategies in a systematic way with repeated practice exercises. Lessons 1 through 9 are for students who have not yet mastered basic sounds and blending sounds in words. Lessons 10 through 17 contain strategies for reading multisyllabic words, beginning with easier word types before moving on to more advanced concepts.

Interventions for Upper-Elementary Students With Reading Difficulties These lesson plans present a set of reading comprehension strategies including identifying key vocabulary words. When students struggle with learning to read, they need additional instruction focused on the areas causing them difficulty.

Each task earns students' stars to spend in the Raz Rocket. Subscribe You may unsubscribe at any time. Remember me not recommended for public or shared computers. Order Now Free Trial. Manage students' reading activity and growth with Raz-Plus. Standards and Correlations U.

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Comparison of faster and slower responders to early intervention in reading: Differentiating features of their language profiles. Effects of intensive reading remediation for second and third graders. Journal of Educational Psychology. Kindergarten reading interventions for at-risk students: Twenty years of research. A synthesis of research on effective interventions for building reading fluency with elementary students with learning disabilities.

One-year follow-up outcomes of Spanish and English interventions for English language learners at risk for reading problems. American Educational Research Journal. Selecting at-risk first-grade readers for early intervention: Eliminating false positives and exploring the promise of a two-stage gated screening process. Individualizing student instruction precisely: The unique role of special education and special educators. Beginning reading intervention as inoculation or insulin: First-grade reading performance of strong responders to kindergarten intervention.

Revisiting assumptions about the relationship of fluent reading to comprehension: Suicidality, school dropout, and reading problems among adolescents. Influences of neural pathway integrity on children's response to reading instruction.

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Frontiers in Systems Neuro-science. Journal on Research on Educational Effectiveness.

An evaluation of intensive intervention for students with persistent reading difficulties. Intervention for struggling readers: Preventing and remediating reading difficulties: Bringing science to scale. York Press; Timonium, MD: The effectiveness of a supplemental early reading intervention scaled up in multiple schools.

Teaching phonemic awareness and phonics: An explanation of the National Reading Panel meta-analysis. McCardle P, Chhabra V, editors. The voice of evidence in reading research. Systematic phonics instruction helps students learn to read: Evidence from the National Reading Panel's meta-analysis. Review of Educational Research. How effective are one-to-one tutoring programs in reading for elementary students at risk for reading failure?

A meta-analysis of the intervention research. From identification to intervention. Guilford; New York, NY: Cognitive correlates of inadequate response to reading intervention. The role of instruction in learning to read: Preventing reading failure in at-risk children.

Critical elements of classroom and small-group instruction promote reading success in all children. Journal of School Psychology. Developmental lag versus deficit models of reading disability: A longitudinal, individual growth curve analysis. Findings from the first-grade longitudinal reading study of the national research center on learning disabilities.

Fuchs D, Deshler DK. What we need to know about responsiveness to intervention and shouldn't be afraid to ask. Conceptual and technical issues. The effects of frequent curriculum-based measurement and evaluation on pedagogy, student achievement, and student awareness of learning. Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis.

Scientific Studies of Reading. Assisting students struggling with reading: Response to intervention and multi-tier intervention for reading in the primary grades. Similarities and differences between experienced teachers and trained paraprofessionals. Vaughn S, Briggs KL, editors. Reading in the classroom: Systems for the observation of teaching and learning.

Scholastic Teaching Resources Comprehension Lessons for RTI Grades | eBay

Evolution of the response-to-intervention concept: Empirical foundations and recent developments. Efficacy of small group reading intervention for beginning readers with reading-delay: A randomised controlled trial.

Journal of Child Psychology and Psychiatry. The effects of varying group size on the reading recovery approach to preventative early intervention. Screening for at-risk readers in a response to intervention framework. What research says about vocabulary instruction for students with learning disabilities.

A longitudinal study of 54 children from first through fourth grades. Effects of small-group reading instruction and curriculum differences for students most at risk in kindergarten: Two-year results for secondary- and tertiary-level interventions. Current status and future directions.

Glover TA, Vaughn S, editors. The promise of response to intervention: Evaluating current science and practice. Conceptual and methodological issues in implementation. An evaluation of two reading interventions derived from diverse models. An experimental field trial of identification and intervention methods. Teaching children to read: Evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Learner characteristics that influence the treatment effectiveness of early literacy interventions: Tiers of intervention in kindergarten through third grade.

Teacher preparation and professional development. The role of oracy in developing comprehension in Spanish-speaking English language learners. Topics in Language Disorders. The importance of measuring growth in response to intervention models: Testing a core assumption.

Supplemental Instruction for Struggling Readers, Grades 3-5: A Guide for Tutors

Indexing response to intervention: A longitudinal study of reading risk from kindergarten through third grade. Intensive instruction affects brain magnetic activity associated with oral word reading in children with persistent reading difficulties. Preventing reading difficulties in young children.

Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy.

Supplemental Instruction for Struggling Readers, Grades 3-5: A Guide for Tutors

Using curriculum- based measurement to improve student achievement: Psychology in the Schools. Analyzing beginning reading programs: The relationship between decoding instruction and text. Reading research for students with LD: A meta-analysis of intervention outcomes. Lessons learned from research on interventions for students who have difficulty learning to read. Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches.

Consistency of reading-related phonological processes throughout early childhood: Evidence from longitudinal-correlational and instructional studies. Word recognition in beginning literacy. Lawrence Erlbaum; Mahwah, NJ:

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