Matching Interventions to Reading Needs: A Case for Differentiation

• Published in: The Reading teacher Vol. 70; no. 3; pp. 307 - 316
• Main Authors: Jones, Jill S., Conradi, Kristin, Amendum, Steven J.
• Format: Journal Article
• Language: English
• Published: Newark Blackwell Publishing Ltd 01.11.2016; Wiley Subscription Services, Inc; Wiley-Blackwell
• Subjects: 2-Childhood; and materials; Comprehension; Comprehension, Decoding, Morphemic analysis; Comprehension, Metacognition; Comprehension, Prior knowledge; Comprehension, Questioning; Critical readings; Decoding; Decoding (Reading); Decoding, Fluency, Speed, rate; Fluency; Fluency, Strategies, methods, and materials, Instructional strategies, teaching strategies; Individualized Instruction; Instructional strategies; Intervention; Language comprehension; Literacy; Making inferences; Metacognition; Metacognitive strategies; methods; Morphemic analysis; Prior knowledge; Questioning; rate; Reading; Reading Comprehension; Reading Instruction; Reading Rate; Reading Skills; Reading strategies; Reading teachers; Speech discrimination; Speed; Strategies; Strategies, methods, and materials; Strategies, methods, and materials, Metacognitive strategies; Strategies, methods, and materials, Reading strategies; Teachers; Teaching Methods; teaching strategies
• ISSN: 0034-0561; 1936-2714
• DOI: 10.1002/trtr.1513

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.