Questions can be effective because they: Give students a purpose for reading. Figure 1. Rick was a third-grade youngster with an attention-deficit hyperactivity disorder and learning disability in reading and written expression. When it comes to reading comprehension strategies, finding ways to develop a child’s higher-level thinking is paramount in helping them understand what they are reading so they can draw their own conclusions and make inferences. Typically, word boxes have been used within the comprehensive Reading Recovery program (Clay, 1993). (1988). Therefore, differential diagnoses based on IQ scores do not yield different growth patterns in reading development. The Elementary School Journal, 91, 133–150. The following evidence-based intervention strategies were developed based on a number of important resources. Words their way: Word study for phonics, vocabulary, and spelling. Get an overview of the characteristics associated with reading problems as well as the planning and implementation of effective interventions. The inability to sound out words can be attributed to phonological processing difficulties. Data can be gathered through various methods according to the nature and severity of the reading problem. Increasing the intensity and decreasing the group size moves the intervention into a Tier 2. Mind in society. The utility of phonic generalizations in the primary grades. New Haven, CT: Yale University Press. It is now time for best practices in school psychology to become the rule rather than the exception. This method appears to be most appropriate for older students because it encompasses the application of higher-level metacognitive processes. When most children initially encounter a printed word, they go through a process of sequentially decoding the word by attempting to make letter-sound conversions. Word identification and spelling probes were administered daily at the completion of intervention. Repeated Reading with Comprehension Strategy - Lesson Guide Repeated Reading with Question Generation - Lesson Guide Concept Attainment; Question-Answer Relationship (QAR) Once collective beliefs have been established, collaborative problem solving among interested stakeholders should occur within a data-based decision-making framework. 3. Therefore, it is imperative that school psychologists work with a team of professionals to help students with reading problems by designing interventions from data-based decision-making activities. (2000). This has been verified through studies that examined long-term effects of phonological awareness training in preschool and kindergarten on subsequent reading achievement performance of first, second, and third graders (Ball & Blachman, 1991; Byrne & Fielding-Barnsley, 1993).

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