Math Interventions - Reading Interventions

 

Exploit Functional Contingencies

Academic or behavior problems may stem from lack of generalization. The student may know the skill but has not learned to generalize it to a new environment. This generalization technique utilizes consequences found naturally in or artificially added to the environment in order to promote generalization of behavior. There are four ways to exploit natural functional contingencies: identify natural consequences, recruit natural consequences, modify maladaptive consequences, and reinforce occurrences of generalization.

  • Full Intervention Brief: Exploit Functional Contingencies
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    Reinforce Natural Occurrences

    Academic problems may stem from lack of generalization. The student may know the skill but has not learned to generalize it to a new environment. When that student naturally shows signs of generalization, reinforce the generalization.

  • Full Intervention Brief: Reinforce Natural Occurrences
  • Modeling Videos: Video 1
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    Story Detective

    Story Detective turns the reader into a “detective” making predictions about a story as it unfolds through a series of clues. Students are given clues one at a time that, when listed in their entirety, create the outline of a story. The teacher reads one clue such as, “Two friends were walking home for dinner.” The student then has the opportunity to be the “detective” and make a prediction about where the story is headed. The teacher follows that prediction by asking the student to explain his/her thoughts. A second clue is then given. The details of this clue may prove or disprove the previous prediction and a new or extended prediction is made.

    Full Intervention Brief: Story Detective

    Evidence Brief: Story Detective EB

     

    Error Monitoring Strategies

    A student creates a written passage (or is given one) and is asked to use an error monitoring strategy to practice fluency (production) and accuracy (editing skills). Error monitoring strategies enable learners to attempt increase accuracy during independent work without the need for one-on-one instruction. Error monitoring strategies can be generalized to other subject areas, like math (e.g. PEMDAS) or reading comprehension (e.g. CROP-QVS).

     

  • Full Intervention Brief: Error Monitoring Strategies
  • Evidence Brief: Error Monitoring Strategies EB
  • New Modeling Video
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    HELPS Program

    The Helping Early Literacy with Practice Strategies (HELPS) One-on-One Program integrates eight research-based instructional strategies that are easy to use and designed to improve students’ reading fluency. The HELPS Program can be implemented in approximately 10 minutes per student and used by various types of educators (e.g., regular or special education teachers, teacher assistants, school psychologists, reading specialists, librarians, well-trained parents, etc.). All materials and information needed to implement this program can be accessed for free from the HELPS Program website: www.helpsprogram.org

    Repeated Readings

    A student is given a reading passage and is asked to read multiple times. As fluency increases, decoding and word identification become more automatic. With gained automaticity attention is no longer used to decode words. Therefore, increased automaticity and fluency allow students to utilize the newly available attention to comprehend materials read.

    Incremental Rehearsal

    A student is presented with flashcards containing unknown items added in to a group of known items. Presenting known information along with unknown allows for high rates of success and can increase retention of the newly learned items, behavioral momentum and resulting time on task. Research shows that this technique can be used with sight/vocabulary words, simple math facts, letter names, and survival words/signs.In addition, this technique could be used for other facts, such as state capitals or the meanings of prefixes or suffixes, etc.

     

     

    Partner Reading

    A fluent reader (Partner 1) is paired with a less fluent reader (Partner 2). Partner 1 reads the material to model fluent reading. Then, Partner 2 reads the material and Partner 1 corrects any errors made. This should be conducted for about 30-35 minutes 3 times per week.

     

    Cross Age Peer Tutoring

    This is a cross-age peer tutoring intervention that works by pairing students from different grades and ability levels to work on an academic skill together. The older/higher ability student will be the tutor; and the younger/lower ability student will be the tutee. The students work together to practice a skill. This is beneficial for both the tutors and the tutees.

    Instructional Match

    The purpose of this intervention is to improve instruction through the accurate assessment of the student’s current instructional level and selection of appropriately matched curriculum and materials to the student’s current level and ability. A student’s prior knowledge, the difficulty of the learning task, and the pace of instruction differ, and therefore instruction must be tailored to the individual student to generate an instructional match.

  • Full Intervention Brief: Instructional Match
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