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Kaylene Weber, Barnett Elementary reading intervention teacher, leads reading instruction with students in the What I Need program.
Reading Intervention Programs For Elementary Students
At Barnett Elementary School; Other students It is not unusual for office staff and even custodians to watch students on campus for a group they can read.
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The traveling group of readers is just one part of a comprehensive reading intervention program that began in fall 2021 to bring students affected by COVID to grade-level proficiency.
Barnett Elementary Principal Erica Edmonston said she gets a lot of praise and positive feedback when students learn to read through performances.
"If our voice has good expression, our brain has good understanding," Edmonston said. "When they practice for the audience, their understanding will follow. One of the joys of these roles is taking students on guided tours."
From the beginning when the Ramona Unified School District began funding a reading teacher and an aide in the schools. Edmonston said she aims more for oral reading groups. What she wanted was a program that would benefit the entire school and the students as much as possible," she said.
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Her first step was to hire Kaylene Weber, a Barnet veteran who had been an educator for 28 years, to lead the program.
"We want a program to be meaningful from the ground up," Edmonston said. "This is a huge opportunity. I wanted to create a program that would be so good that it would have a lasting impact, so I had no choice but to do it.
The effort to improve reading began with a school-wide test of 479 students to determine the levels at which they are likely to become proficient readers. retired teachers; Principals and superintendents came to campus to take the "reading temperature" of kindergarten through sixth-graders, Weber said.
Weber identified students who thought they still needed reading support. She and her reading intervention aide, along with an English language learner aide, then gave the students a diagnostic reading assessment.
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Students who were identified as needing extra reading support became part of the "What I Need" program for first-sixth-graders, Weber said.
"I formed the teams I needed," she said. "They focus on the needs of the students. They come four times a week to get targeted instruction for what they need. The name of the program is what I need. It's age range; not rated or age limited."
Weber's W.I.N. Two interventions are most often used when students come to a focused classroom. One, she says, is a module that helps Weber learn phonics in an organized and clear manner, and is a really good read. Another strategy is called repeated reading; It is used to support the development of readers' fluency.
"They count the number of words they read correctly and their overall accuracy with a goal of 98 percent or better, and that gives them the most comprehension," she said. "There is absolutely no emphasis on speed. It is about expressing yourself with punctuation to guide their reading sounds and accuracy.
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Educators involved in Barnett Elementary's reading intervention program, from left; Lin Chastang, retired teacher; retired Principal Tracy McFarland; reading intervention teacher Kaylene Weber; Bobby Plough, retired principal; Theresa Grace, retired principal, and Linda Marthis, retired principal.
Edmonston says the definition of a proficient reader is that they can understand the text in front of them. The goal is to develop readers who can read at an action rate that supports comprehension.
By working with students, Edmonston said, educators realized the need for more phonics and phonological awareness. Phonics focuses on skills like blending and advanced vowels/vowel clusters; For example, she says the sounds of the letter combination "EA". Phonemic awareness focuses on the manipulation of sounds.
To promote their intervention, Barnett purchased the UFLI Foundation Program from the University of Florida Literacy Institute Foundation. UFLI is now used by all Barnet teachers to help students acquire reading skills in their general education.
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"You just have to buy the curriculum and hand it over to the teachers," she said. "This is where Kaylene came into play. He meets with students four days a week, and on the fifth day, the magic happens. During that time, professional learning was organized for the teachers. .
"They need to know how to use the program and understand the research behind it. What should I emphasize? We need to know which parts are important. Kaylene's knowledge is invaluable and helps teachers with demonstration lessons in classrooms.
"There was a change," Weber said. "The students are more excited. My W.I.N. kids love coming to W.I.N. They're so excited to come here. One middle schooler said he feels like he's actually learning to read. It's exciting to be. A part of that."
Weber said the improvement is evident in the data collected from the Really Good Reading Diagnostics. At the start of the 2021-2022 school year, 82.6 percent of second-graders in Barnett's W.I.N program were classified as emerging readers or readers demonstrating severe coding deficits, she said. By the end of the school year, that number had dropped to 47.8 percent, she said, and most students had moved up to the coding proficiency level.
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"Forty-seven percent were in the strong coding category by the end of the year, and a quarter of students demonstrated intermediate reading skills," Weber said. "But everyone showed improvement, sometimes even in the decoding department - they were in a group with severe decoding deficits, but they were closer to the threshold to reach the next level of proficiency."
Edmonston says there's no magic bullet for acquiring reading skills—it takes time and practice and work.
"We know it's going to take time, but we're doing a lot of diagnostics and progress monitoring to see if students are responding," Edmonston said. "All of this shows that we're on the right track. We know from diagnostic and progress testing that students have skills they didn't have before the programs and interventions. And students build on the skills they learn. I believe it will Pay off in the long run.”
Each school in the district is given money to help reduce learning loss through interventions, Weber said, and Barnett's program is tailored to meet the needs of its own students.
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"We respect what other sites are doing and know that each team makes instructional decisions based on their best practices and knowledge of their student population," she said. "If other sites show interest in learning how to implement it in their school, we are always open and excited to share our program."
At a time when local news is more important than ever. Reader support is essential. If you can, support the Ramona Sentinel today! I'm going to break it. It's Girl Scout cookie season and you can't resist the sweet smiles of little girls outside Walmart. They buy not one but a box of cookies (I mean attract you) they pump you. You start with a cookie, but soon you're half a box deep with no signs of stopping. Miss Aung.
You need help (an intervention) and fast. If not, you will slide into the pool of regret. This is a reading intervention. If a student is struggling with a skill and you don't intervene soon, they will continue to struggle and their confidence in reading will suffer. They need support rather than group reading.
All of these things come together in some form or fashion to create our reading instruction. Reading intervention can be specific to one of the BIG 5 or it can be general strategies that you are applying. Read on for 17 general strategies you can use today for reading intervention. #2, #5, be sure to check out #11 and #13. These are my tried and true favorites that I spent seven years learning.
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You're thinking... haha. I read it seriously. Read as much as you can. Show your students different texts and read them for fun. Not all reading needs to be linked to comprehension questions and activities. 😱 Read it several times a day if possible. Read as a whole group. My 3rd graders love it when I read to them at the end of the day before work. We read our "Spanish" verse book for a few minutes (so the bus riders didn't miss out) and always stood on the bench. The student argued. 😂
Do you think the teachers have as much as our models for New York Fashion Week? But it works. If we want our students to be good readers, we need to model how to read well. By reading aloud we express, it can display the appropriate speed (rate) and provide enjoyment.
Children love rewards. Big or small, you'll be crazy to earn a few.
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