The Indo- US project’s RTI Reading intervention adapted for students who find it difficult to learn to read by
- Teaching the specific skills and strategies that students need to learn through Differentiated Instruction, based on assessment data;
- Making instruction more explicit:
- Providing Systematic Instruction; d) increasing opportunities for practice; and
- Monitoring students’ Progress and reteaching when necessary.
The Indo -US project RTI Reading Intervention addresses the children with various needs by providing differentiated instruction. Such a way that Response to Intervention English reading instruction planned to address the domains of phonemic awareness, phonics, fluency, and comprehension. In such a way that OSI team reviewed various materials and instructions and developed Lesson Plans. Below are the Lesson Plans developed under OSI RTI reading Intervention:
- alphabet recognition
- phonemic awareness
- sight word recognition
- fluency building
The OSI’s RTI Reading Intervention adapted the explicit teaching methodology. The struggling readers benefit from explicit instruction. When a teacher provides explicit instruction she or he clearly models or demonstrates skills and strategies and provides clear descriptions of new concepts and provide guided practice. In RTI Reading Intervention explicit teaching was used to taught preplanned lesson plans for students.
Providing Systematic Instruction
In RTI Reading Intervention Systematic instruction is carefully sequenced, so that easier skills are taught before more difficult skills. Skills taught in a predetermined order according to a clear scope and sequence so that there are no gaps in students’ learning. The pace of introduction of new material is reasonable to allow struggling learners to master key skills, and much of each lesson consists of practice of previously introduced skills, strategies, and concepts and the integration of these with the newly taught material. Students’ learning is monitored, so that teachers can reteach key skills when needed.
Increasing Opportunities for Practice
The OSI RTI Reading Intervention Promoted guided practice, students practice with teacher feedback. Students need both positive and corrective feedback. Specific positive feedback calls attention to behaviors and processes the student is implementing well.
Monitoring Student Progress
Progress Monitoring is a key component in RTI reading Intervention. Progress monitoring probes was administered to Tier II students on every 15th day and 8th day for Tier III students. Set of Progress monitoring reading probes were developed based on the curriculum. And student’s scores were recorded and analyzed for progress.