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WWC 2022007 Providing Reading Interventions for Students in Grades 4–9 | Introduction | 1 Introduction to Providing Reading Interventions for Students in Grades 4–9 . Virtually every teacher works with at least some and sometimes many, students who struggle to read on grade level. The 2019 National Assessment of Educational Progress
1. Build students' decoding skills so they can read complex multisyllabic words. Show More. 2. Provide purposeful fluency-building activities to help students read effortlessly. Show More. 3. Routinely use a set of comprehension-building practices to help students make sense of the text. Part 3A.
The main idea is the most important idea in a paragraph or a passage or section composed of several paragraphs. Details provide more information about the main idea. In many cases the main idea is stated at the beginning of the paragraph or section, but it also can be found at the end or somewhere in the middle.
A summary is a synthesis of the important ideas in a text. Summarizing requires students to determine what is important in what they are reading, to condense this information, and to put it into their own words. Instruction in summarizing helps students: identify or generate main ideas; connect the main or central ideas;
Teach students to isolate the base word, prefix, and/or suffix and determine the meaning of each separately. Show students how putting the meanings of each of the parts together can help them determine the meaning of a word. Include practice on determining the meaning of words with a base word and prefix or suffix. 5.
Have Students Write About The Texts They Read. Comprehension of science, social studies, and language arts texts improves when students write about what they read, specifically when they: Respond to a text in writing (Writing Personal Reactions, Analyzing and Interpreting the Text) Write Summaries of a Text Write Notes about a Text
Reading Resources. EDITOR'S PICKS. View All Resources. Helping Your Child Become a Reader. Fun activities parents can use to build children's language skills. Includes a reading checklist, typical language accomplishments for different age groups, book suggestions, and resources for children with reading problems or learning disabilities.
King (see references) believes that four factors are involved in reading comprehension: the reader, the text, the strategies, and the goal. He, then, goes on to emphasize that what actually makes the difference is the reading strategies. For king, the single most important factor in reading is the strategies learners utilize.