Academic Intervention Services
Academic Intervention Services are intended to supplement instruction provided by the general curriculum and to assist students in meeting the State Learning Standards. Students who have been identified as needing additional instruction in the area of literacy based on district assessments and/or teacher recommendation will receive Academic Intervention Services from a member of the Waterman Reading Department.
Possible Range of Academic Intervention Services:
· Small Group AIS Instruction
Supplemental instruction for groups of 2-6 students with similar literacy needs. Students receive lessons in the areas of phonemic awareness, phonics, vocabulary, fluency and reading comprehension.
· Reading Recovery
Intensive daily 30 minute reading intervention with a trained Reading Recovery teacher. This program includes intensive one-on-one instruction in the areas of reading, writing and word analysis.
· Road to Reading
Individual or small group reading instruction designed to help children understand how letters and letter combinations represent sounds. This program provides children with explicit instruction in phonics and phonemic awareness.
· Small Group AIS Instruction
Supplemental instruction for groups of 2-6 students with similar literacy needs. Students receive instruction in the areas of phonemic awareness, phonics, vocabulary, fluency and reading comprehension.
A comprehensive reading program that teaches fluent decoding and encoding skills to the level of mastery. All skills are taught through active verbal and physical participation. Direct practice through specific, basic skills helps children build their mastery of reading and spelling.
Small Group AIS Instruction
Supplemental instruction for groups of 2-6 students with similar literacy needs. Students receive instruction in the areas of phonemic awareness, phonics, vocabulary, fluency and/or reading comprehension. Children are instructed in one or more of the following interventions:
This program is a systematic, direct approach to phonics instruction. It provides the foundation for word analysis (e.g. , phonic rules, sounds in words, segmentation of syllables) needed to experience future reading success and helps to promote automaticity in reading and spelling.
This program concentrates on constructing meaning, using strategies such as predicting, questioning, clarifying, and summarizing. SOAR incorporates metacognition and encourages student articulation of strategy use. SOAR also incorporates word work/decoding strategies as well as the use of graphic organizers and written responses to improve and measure comprehension.
This program is used to improve reading fluency using a series of leveled passages. The program combines three strategies for fluency development: teacher modeling, daily practice with repeated readings, and monitoring progress with a graph that the children complete. Regular comprehension checks provide feedback for different types of understanding (e.g. main idea, vocabulary, finding details).
(Reading Excellence Word Attack and Rate Development Strategies): The REWARDS intervention examines word parts and their meanings, and provides flexible strategies for the accurate recognition of multisyllabic words. REWARDS supports stronger comprehension of text by increasing accuracy and fluency, and by developing an understanding of the meanings of complex vocabulary encountered in text.