INTENSIVE READING

Presented by

Colin Pring

THE ROLE OF THE TEACHER IN INTENSIVE READING PROGRAMMESorganiser: need to tell studemts exactly what their reading purpose is;

observer: when we ask students to read on their own we need to give them space to do so; feedback organiser: when our students have completed the task, we can lead a feedback session to check that they have completed the task successfully

prompter: we can prompt them to notice language features in that text.

STUDENTS ARE DESESPERATE TO KNOW

EACH INDIVIDUAL WORD MEANS.

TIME LIMIT: WE CAN GIVE A TIME LIMIT;

WORD/PHRASE LIMIT: WE CAN SAY THAT WE

WILL ONLY ANSWER ABOUT 5 OR 8 WORDS;

MEANING CONSENSUS: WE CAN GET

STUDENTS TO WORK TOGETHER TO SEARCH

FOR ANSWERS FIND WORD MEANINGS.

The vocabulary question

READING LESSON SEQUENCES: WE MAY WANT TO HAVE STUDENTS PRACTISE SPECIFIC SKILLS SUCH AS READING TO EXTRACT SPECIFIC INFO. WE MAY GET STUDENTS TO READ TEXTS FOR COMMUNICATIVE PURPOSES, READING ALOUD.

LETTING THE STUDENTS IN

Three ways of providing intensive interventions to struggling readers are described here, but these are not the only ways that schools can be organized to provide effective interventions.

It is also true that more than one of these options will need to be applied simultaneously in order to provide the amount of instruction needed to accelerate reading development for some students.

Small group instruction Work outside the regular reading

block Intervention classroomsCritical points of emphasis

THANK YOU

Colin Pring