Reading Interventions
After secondary pre-service teachers know how to assess reading levels, they need to know how to select an intervention. If oral reading fluency (ORF) is low, Repeated Reading should be implemented. The teacher reads the passage aloud, and then the student reads the passage aloud three times. As the student reads, the teacher records ORF as well as uses error correction producer when needed (Ardoin et al., 2008; Hawkins et al., 2011). Some researchers believe that using Multiple Exemplar, a modified form of Repeated Reading, is more effective for increasing ORF. Multiple Exemplar focuses on stimulus control of words because it presents the same words using various content (Ardoin et al., 2008). The teacher reads …show more content…
DI’s format allows the teacher to control student performance in a sequenced manner while teaching content at a rapid rate and in small-step intervals (Adams & Engelmann, 1996; Engelmann, 2006; Carnine & Silbert, 1979). The structure allows students to establish mastery of a concept before moving onto the next skill. The format of DI is a vital component to its success. Engelmann (2006) outlined seven principles that a true DI program must be clear, concise, not require a large amount of memory; tasks must relate the information that was immediately presented in an efficient method; encompasses task chains; exercises should be larger than the task chain, no new information presents simply reviewing learned information; sequences of exercises should demonstrate how the content is taught, reviewed, and integrated into new complex procedures; lessons should teach the content and only introducing 10% new material in each lesson; and organization of content: the lessons and exercise are designed in DI …show more content…
Secondary teacher training programs should provide pre-service teachers with these instructional strategies. The pre-service teachers should then use these strategies during their field experience which supports functional context theory. The functional context theory focuses on learning material relevant to the learners work context as well as application in the real world (Culatta, 2015). Literacy assessments and interventions are relevant to all secondary content areas, but secondary pre-service teachers are either not provided this content material, or they are not retaining it because of limited real world application of literacy assessments and interventions at the secondary
After secondary pre-service teachers know how to assess reading levels, they need to know how to select an intervention. If oral reading fluency (ORF) is low, Repeated Reading should be implemented. The teacher reads the passage aloud, and then the student reads the passage aloud three times. As the student reads, the teacher records ORF as well as uses error correction producer when needed (Ardoin et al., 2008; Hawkins et al., 2011). Some researchers believe that using Multiple Exemplar, a modified form of Repeated Reading, is more effective for increasing ORF. Multiple Exemplar focuses on stimulus control of words because it presents the same words using various content (Ardoin et al., 2008). The teacher reads …show more content…
DI’s format allows the teacher to control student performance in a sequenced manner while teaching content at a rapid rate and in small-step intervals (Adams & Engelmann, 1996; Engelmann, 2006; Carnine & Silbert, 1979). The structure allows students to establish mastery of a concept before moving onto the next skill. The format of DI is a vital component to its success. Engelmann (2006) outlined seven principles that a true DI program must be clear, concise, not require a large amount of memory; tasks must relate the information that was immediately presented in an efficient method; encompasses task chains; exercises should be larger than the task chain, no new information presents simply reviewing learned information; sequences of exercises should demonstrate how the content is taught, reviewed, and integrated into new complex procedures; lessons should teach the content and only introducing 10% new material in each lesson; and organization of content: the lessons and exercise are designed in DI …show more content…
Secondary teacher training programs should provide pre-service teachers with these instructional strategies. The pre-service teachers should then use these strategies during their field experience which supports functional context theory. The functional context theory focuses on learning material relevant to the learners work context as well as application in the real world (Culatta, 2015). Literacy assessments and interventions are relevant to all secondary content areas, but secondary pre-service teachers are either not provided this content material, or they are not retaining it because of limited real world application of literacy assessments and interventions at the secondary