Reading Intervention Provisions
How do we assess?
We conduct a whole cohort screening reading age test as a baseline at the start of every academic year in each year group to ensure we have a full and holistic view of the whole school to begin the process of deciding the actions we need to take.
The screening tests are useful and purposeful, especially when the data is prudently interpreted in a multifaceted way, they ensure our next steps are meaningful and right for the students, this includes looking at: the standardised score, this is useful for comparing the performance of one cohort with another; percentile score to further ascertain their performance within their cohort; the reading age of the student as a quick measure to further understand the reading ability of a student. It's important to note that a student's reading age can provide valuable insights, but the data is more effective when compared with the actual age of the student as this can highlight potential learning gaps or challenges that may need targeted intervention.
How to decide which pathway?
If the first screening test does not indicate there is a need for reading support students are then not placed on a reading support pathway. They are still monitored through classroom teachers (as we are all teachers of reading and literacy) and tested annually to monitor student's reading skills as they progress through the different stages of their education. For any student who is identified as having high proficiency in reading we invite students to book clubs, offer specific reading collections and/or leadership roles within the school as Reading Mentors or Reading Leaders.
When identifying students who require reading support we do not rely on the first screening test alone, we have a two-step screening approach. Additional screening tests are carried out for those students who are identified as a student who requires further investigation, to ascertain why their reading age is low or why they is in the percentile they are in. The additional screening tests are administered one to one, they can include but not exclusive to: Fluency Prosody Check; Reading rate tests to check reading speed and accuracy; Reading for meaning tests; phonics screening tests.
The individual diagnostic tests aids in identifying specific reading needs of student so they are placed in the most appropriate support pathway. Using all screening tests and data has created a culture of evidenced based decisions in my setting.
What provisions do we offer?
The provisions we offer sit within the three tiers of support, the framework used to provide various levels of intervention and assistance to students based on their needs. This model is commonly associated with Response to Intervention (RTI).
The tier three individual supports we are able to offer include:
- One-to-One Reading - the intervention sessions are personalised, based on the need of the student; the focus could be on anything from phonics to fluency, with the aim of achieving functional reading skills. The programmes used are, but not exclusively: Toe-by-Toe phonics-based reading programme, Read Write Inc, Word Wasp. This provision is for students whose reading ages are 'significantly below' their chronological age and focused on one specific reading skill to begin making the impact their overall reading ability
- Pets as Therapy - The reading therapy session focuses on improving reading speed, fluency, comprehension and inference skills. The aim is to also improve reading skills and wellbeing in young people by developing their confidence, interest and enjoyment in reading. The session allows participants who feel incredibly nervous and stressed when asked to read aloud to gain confidence and value their reading experiences using the amazing volunteers from Pets as Therapy.
The Tier 2 small group support we are able to offer include:
- Catch-Up Reading - a dedicated reading intervention provision where students read once a week in a supportive environment. This is a powerful way to improve their reading ability. This specialised attention and focused practice will help boost reading skills and build confidence as independent readers. By supporting students in a small group Reading Leaders can provide individual attention, tailoring instruction to each student's specific needs.
- Peer-reading Mentors - Paired daily reading is an evidence-based reading intervention which aims to improve children's reading accuracy, fluency and motivation. The students are given the opportunity to choose any book they would like for the paired reading session. By reading together with a Peer Reading Mentor, student's reading experience is modelled and supported without attention being drawn to their errors.
We are then able to offer students and parents support with reading through our home reading support packs distributed through the library. As a school, our intent is to encourage students to read at home regularly because it fosters a lifelong love for learning, enhances literacy skills, and reinforces the knowledge gained in the classroom, ultimately setting them up for academic success. The Home Reading Packs contain a choice of books aligned with the student's reading ability and support materials for both parents and students.
All systems, processes and intervention pathways are evaluated constantly in order to ensure we are being proactive in ensuring our provisions are successful and we frequently look for ways to strengthen them for future cohorts.
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