The purpose of the responsive reading instruction and intervention section within this document is to support students in achieving the curricular outcomes and in becoming engaged readers who comprehend and read fluently. The intervention should help build identity and a student’s belief in themselves as a reader. Intervention is not a program; it is a process that is focused on supporting an individual student’s learning needs.
The following overarching principles should be taken into consideration when responding to a student’s needs within all tiers of intervention:
• All students can read.
• The teacher is essential in a student’s success in learning to read.
• Oral language is the foundation of literacy.
• Balance is important in reading instruction.
• Family and community are critical partners in a student’s reading success.
The intent of Saskatchewan Reads is to provide a process to help support teachers in meeting a student’s needs through responsive instruction. Although intervention occurs within the three tiers of reading instruction, tier 3 reading interventions will not be addressed within this document. Each tier provides differing levels of support, and the following principles of effective intervention apply to all three levels:
Effective intervention should…
• Support students in achieving their maximum potential
• Involve the child in successful reading experiences throughout the entire day
• Use high quality, purposely selected texts that are interesting and enjoyable and are at the appropriate reading level for the student
• Focus on effective reading instruction in the areas of: oral language development, phonemic awareness, phonics, fluency, high frequency words, vocabulary, comprehension. Instruction should be based on student needs and embedded within authentic reading tasks
• Focus on meaning and on developing metacognition
• Develop positive personal relationships that go beyond the student’s learning needs. These relationships are key to responsive instruction
• Utilize formative assessment to understand a student’s learning needs
• Monitor progress frequently
• Model strategies that are used by good readers