Reading/Language Arts Center:Preventing Reading Problems

Preventing Reading Problems

Factors Common to Successful Early Intervention Programs

by John J. Pikulski

Introduction

Characteristics Common to Successful Reading Intervention Programs

The dependence on a strong, effective program of regular classroom reading instruction is recognized.

Reading for meaning is an overriding consideration.

Intervention instruction is frequent, regular, and of sufficient duration to make a difference.

Pupil-to-teacher ratio is kept very small.

Fluency is a major goal.

Instructional procedures are used to introduce new books in order to insure that students are successful in reading them.

Texts are carefully selected and sequenced to ensure student success.

Word learning activities are used to help children become very familiar with print.

Writing is used to teach and extend word identification skills.

Each of the programs calls for considerable teacher decision making, but within a well-defined sequence of instructional activities.

Instruction is fast paced.

Activities completed at home extend student opportunities for reading.

Assessment is meaningful, practical, efficient, and ongoing.

Teacher training is practical and ongoing.

Teachers believe in their early intervention programs--and in their students' ability to learn to read.

Pupils build confidence and come to see themselves as readers and authors.

Conclusions

Bibliography

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