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Matching Interventions to Reading Needs: A Case for Differentiation
Author(s) -
Jones Jill S.,
Conradi Kristin,
Amendum Steven J.
Publication year - 2016
Publication title -
the reading teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.642
H-Index - 50
eISSN - 1936-2714
pISSN - 0034-0561
DOI - 10.1002/trtr.1513
Subject(s) - reading (process) , psychological intervention , psychology , phonics , individualized instruction , principal (computer security) , differentiated instruction , matching (statistics) , mathematics education , cognitive psychology , pedagogy , primary education , teaching method , linguistics , computer science , philosophy , statistics , mathematics , psychiatry , operating system
Abstract The purpose of this article is to highlight the importance of providing reading interventions that are differentiated and aligned with an individual student's most foundational reading skill need. The authors present profiles of different readers and suggest three principal areas for support: decoding words, reading at an appropriate rate, and comprehending text. Differentiated interventions are described and related classroom instructional techniques are recommended.