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    What is Reading Intervention?

    Reading Intervention provides students with an opportunity to increase reading, writing, test taking, and study skills at their instructional level. Each class is designed to meet the individual needs of students within a small group setting. The pace of instruction is modified to allow for different rates of learning.

    A key aspect of reading intervention is developing self-esteem through acquisition of reading and writing skills and strategies. Students gain confidence and their skills improve through instruction in decoding, comprehension, writing, study skills, and test taking strategies across our school district curricula and units of study. Students read fiction and nonfiction books that are chosen to dovetail with the regular class curricula but are written at the students' instruction level. Students also have many opportunities to write in response to reading.

    As an extension of reading class, students in second through fourth grade read self-selected books for homework each night. These books have been leveled so that each student can easily select "just right books" for reading at home.

    Students who attend reading intervention are part of a community of learners who have an opportunity to increase their skills to become strong and confident readers and writers.

    How are students selected for Reading Intervention? 

    Students are selected based on teacher recommendation, class performance, and assessment results including standardized tests, district local assessments and individual screenings. Individualized and group assessments throughout the school year as well as review of the student's classroom performance in language arts help determine strengths, skill aquisition and needs.

    How is Reading Intervention structured?

    Reading Intervention is offered to students in first through fourth grade. Small groups of students meet regularly with Mrs. Sheryl Atlee, Certified Reading Specialist, to receive supplemental support that complements classroom curricula and instruction.

    Progress reports are issued three times a year and parent conferences are scheduled twice a year in concert with the classroom teacher.

    Parents are always welcome to visit their child's reading intervention class or to make additional appointments to discuss their child's progress.