18 Oct Teaching children to read in the early years involves a variety of strategies. Very few students start school already able to read, yet from the first day, there are large differences
Teaching children to read in the early years involves a variety of strategies. Very few students start school already able to read, yet from the first day, there are large differences in the reading literacy skills and understandings they bring from home. The ability to select strategies that students can use throughout the reading process can help to ensure that the diverse needs of students are being met.
Now that you have assessed the identified students, complete the “Grades K-3 Research-Based Instructional Strategies” template by designing instructional, intervention, and remediation activities appropriate to the needs of these students. Use the topic Resources and your own research related to the science of reading and Scarborough’s Reading Rope. link below
f three scholarly resources.
Grades K-3 Research-Based Instructional Strategies
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Reading Component |
Instructional Strategy (For each reading component, list and describe one instructional strategy in 1-2 sentences.) |
Intervention Strategy (For each reading component, list and describe one intervention strategy in 1-2 sentences.) |
Remediation Strategy (For each reading component, list and describe one remediation strategy in 1-2 sentences.) |
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Phonemic Awareness |
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Phonics |
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Vocabulary |
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Word Recognition |
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Fluency |
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Comprehension |
Reflection: In 150-250 words, address the following:
· What is the difference between intervention and remediation in the context of reading instruction?
· How do the selected instructional, intervention, and remediation strategies meet the literacy needs of the identified students?
References: Support the assignment with 2-3 scholarly resources.
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