Readers Who Struggle

special education

Specific learning disability: students with severe learning disabilities, ________ evaluation and service.

Tier

________ 1 Intervention: believe all children can read, kids need to read a lot, differentiate, read aloud, teacher talk, be intentional, screenings, audio books, allow processing time, time on task, use every minute, access to books, fluency, choice, level.

grade level

Readers who struggle: read below ________, may have a learning disability, dyslexia, cognitive disability, may be multi- language learners, or students reading below ________ due to lack of skills.

Tier

________ 2 intervention: diagnostics, small group, explicit instruction, progress monitoring, additional support.

Readers who struggle

read below grade level, may have a learning disability, dyslexia, cognitive disability, may be multi-language learners, or students reading below grade level due to lack of skills

Types of dyslexia

phonological, rapid naming, dual deficit, unexplained

2E

twice exceptional

Specific learning disability

students with severe learning disabilities, special education evaluation and service

Tier 1 Intervention

believe all children can read, kids need to read a lot, differentiate, read aloud, teacher talk, be intentional, screenings, audio books, allow processing time, time on task, use every minute, access to books, fluency, choice, level

Reasons students struggle

difficult material, reading aloud, interrupted, pausing, sounding out

Tier 2 intervention

diagnostics, small group, explicit instruction, progress monitoring, additional support

If intervention does not work

special education, 504

Tier 3 intervention

reading a lot, intensive, specialized curricula