Types of Early Intervention Reading Programs
Due to the growing number of first grade students showing signs of reading disabilities, there have been several attempts to create an early intervention program for children at risk of reading difficulties. First grade students who struggle with letter and word recognition plus phonological processing may have reading difficulties in later elementary grades.
To be successful readers, students must learn such skills as general language comprehension and word recognition fluency. Before being able to recognize and comprehend words, phonemic awareness needs to be practiced and understood because it is an essential building block to literacy. This is why it is important to have a learning plan that supports phonological awareness, letter word recognition fluency and oral language skills.
Other People Are Reading
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Reading Recovery
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Reading Recovery originated in New Zealand. It is an early intervention program designed for young readers having difficulty responding to formal reading instruction after the first year of school. Reading Recovery is a temporary intervention program based on one-on-one tutoring for struggling first grade students. This program is used as an addition to what the classroom teacher already has in place. Students in the program participate in a 30-minute lesson each day for 12 to 20 weeks based on need. The lessons are led by a trained Reading Recovery teacher. Once students meet the first grade expectations, they graduate from the program and new students enter in their place.
Success for All
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Success for All was first practiced in schools in areas that help children from low socioeconomic backgrounds who don't have the opportunities to be surrounded by literacy outside of school. One feature of this program is to put students into heterogeneous groups during most of the day. Students are grouped according to their reading level, even if students from different grade levels are part of the small groups. The groups have 15 to 20 children and during the 90-minute meetings they receive direct reading instruction and one-on-one tutoring for those who need added support.
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Winston-Salem Project
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The Winston-Salem Project involved first and second grade reading and language arts instruction to become interrelated. There were four 30-minute blocks of time. One was used for teacher-directed group reading activities while others were devoted to word learning activities, writing and self-selected reading. If the school served a large population of at-risk students, it added a 45-minute block of time for a small group activity..
Boulder Program
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The Boulder Program is run through funds from a Title I program. It began with a ratio of six students to one teacher, but was reduced to three students per teacher. These small groups meet for 20 minutes a day. The Boulder Program is a pull-out program that supplements what the teacher's classroom instruction. Students and teachers work together to practice the necessary skills needed to integrate reading and writing.
Early Intervention in Reading Program
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In the Early Intervention in Reading Program, teachers work with the five or six students having the most difficulties with reading. They spend an additional 20 minutes a day with these students. The students are encouraged to read to a volunteer parent or an aide during any additional time that is left during the language arts learning block.
Home and School Connection
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In the home and school connection, parents are encouraged to become involved with helping their children to learn to read.and receive updates regularly on their child's progress. Parents also are given suggested activities they can perform at home with their child to improve his reading skills. Students usually bring home books or other reading materials that they have had success with at school so there won't be struggles or frustration at home. This is meant to be a positive learning and reassuring experience for students to have with their parents. They can show what progress they have made at school and feel good about sharing with their parents.
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