Reading Intervention

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LEAD’s reading intervention program is designed to help students who need extra support in learning to use effective reading strategies. Reading intervention teachers provide one-on-one and small group instruction for 30-45 minutes each day outside of the student’s regular classroom.  Lessons are created to build on what the child already knows and the instructional focus is on reading and writing strategies rather than isolated skills.

Lesson components consist of reading familiar stories, taking a running record on a familiar book, phonemic awareness or word work activities, fluent writing practice, writing a short story, putting a cut-up sentence back together, and reading a new book.

LESSON COMPONENTS (a student perspective)

Reading Familiar Stories

In every lesson, I get to read lots of familiar books.  This is easy for me!  I try to read my books like a teacher and make it sound like people are talking.  When I get stuck, I try different ways to figure out the tricky word and check to make sure it is a good guess.  My teacher says, “That’s good reading. That’s how readers read!”

Taking a Running Record

Now I read a book all by myself!  I read this book yesterday and my teacher helped me work out the tricky parts.  My teacher will listen and won’t help me unless I really need it.  If I just can’t figure out a word or I get all mixed up, my teacher will tell me the word or say, “Try that again.”   My teacher LOVES to tell me her favorite part about my reading after I am done.

Word Work

I build words and take them apart.  I listen for sounds, syllables and parts of words I know.  I also learn about letters and important "chunks" of words.  This helps me with my reading and writing.

Fluent Writing Practice

I get to write some words on the dry-erase board.  I’m learning to write little important words as fast as I can so I can write them in my stories.  It’s fun to practice them on the board!

Writing a Short Story/ Cut-Up Sentence

I get to think up my own stories to write in my writing book.  I can write lots of little words all by myself.  My teacher likes my stories and helps me work to figure out how to write some of the other words.  I say the words slowly so I can hear all of the sounds and then I write the letters.  I like to read my story when I am finished!

I read the story and my teacher may write it on a long strip of paper.  My teacher cuts up my story so I can put it back together.  I have to think very hard and then I have to check it to see if it looks right.

New Book

My teacher picks out a new story just for me.  We look at pictures and think about what the people and animals will do in the book.  My teacher also helps me think about some new, important words.  Looking at the pictures and talking about the story helps me read the story better!

Now it is time for me to work hard again!  I read the book, but my teacher is there to help.  When I come to a hard part, my teacher will ask me questions to help me think or might show what I should try or do.  My teacher is teaching me to do all the things that readers do.  

Then I get my book bag to take home!  In it, there may be a cut-up sentence for me to put together and read.  I also get to take home books and a word bag to read to you and show you what I have learned!!


After a reading intervention lesson, your child is allowed to choose one or more of his favorite books to take home to read to you.  Each evening, you can help your child at home by doing the following:

  1. When he has trouble with a word, he should look at the pictures for a clue.
  2. He should always try to think about what is happening in the story to make a “good guess” about a new word.
  3. He  may also look at the beginning or end of the word to check to see if his “good guess” is correct.

Use the Pause, Prompt, and Praise suggestions listed below when your child is comes to a tricky word.

Pause:  Don’t say anything! Bite your tongue and wait!

Prompt: Ask the following questions instead of telling the word:

  • What can you try?  
  • What would make sense?
  • What would sound right?
  • What would look right?

Give the child a choice of the correct word and another word that would make sense.  Say, “Could it be ______ or _______?

If he still can’t solve the word, tell him the correct word and have him read the sentence again.

Praise: Praise, praise, praise your child!  Learning to read is hard.   Give praise for the attempts even if they are wrong.