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Reading

Intervention
Programs
By: Damien Beckinger

Reading Intervention Programs


Book

Club Program
Concept-Oriented Reading Instruction
Fluency-oriented Reading Instruction
Four Blocks Approach
Kamehameha Whole Literacy
Curriculum
Success For All

Book Club Program (BCP)


Students

read individually and in small


groups (book clubs)
Teachers provide intervention to students
on an individual and small group basis
Heavily discussion based
Students take part in small group and
whole group discussions
Discussions driven by students readings
and writings

Concept-Oriented Reading
Instruction (CORI)
4

phase program
Observe and personalize: Students formulate
questions based on observations made in nature
Search and retrieve: Students learn to search
for answers to their questions in text
Comprehend and integrate: Students learn
comprehension, note taking and analysis skills to
understand the information they have retrieved
Communicate to others: Students present their
findings to others through written reports,
presentations, and art

Fluency-Oriented Reading
Instruction (FORI)
Based

on reaching fluency
3 types of reading

Teacher to class: Teacher models


reading of difficult text to class for
discussion
Home reading: Used to promote reading
outside of class
Free-choice: Students read their own
selections independently or in pairs

Four Blocks Approach

Four Blocks of Literacy Instruction

Guided reading: In small and large groups, students


participate in comprehension activities based on books
chosen at their grade level and below
Self selected: Teacher models reading then allows
students to read to themselves. Several students share
their readings with class
Writing: Teacher models writing then students follow
steps of writing (drafts, edits, etc.) Students share when
completed.
Working with words: Students learn to read and spell
high frequency words with Word Walls and other word
games

Kamehameha Early Education Program


(KEEP) Whole Literacy Curriculum
Designed

for Native Hawaiian students


Grounded in social constructivist
practices
Combines literacy skills and strategies
with experiences that are meaningful for
Native Hawaiin students.
Can be adapted for other nonmainstream student groups

Success For All (SFA)


School

restructuring program
3 programs

Pre-school/Early kindergarten: Develops oral


language, listening and literacy skills, and creative
expression
Reading Roots: 2nd semester of kindergarten.
Designed around reading, creating, and sharing
stories
Reading Wings: 1st grade rest of elementary.
Students work in cooperative learning groups or in
pairs to practice fluency, comprehension, and
listening

Major Takeaways

Most programs promote literacy in


multiple ways

Teacher models reading/writing


Students read/write independently
Students read/share in groups
Students read/share with whole class

Teacher interventions tend to occur


naturally in the classroom, rather than
outside or in another classroom

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