Devote weekly intervention time to reading a wide range of texts¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Alongside repeated reading of short passages, intervention classes should regularly expose students to varied texts. "Reading a wide range of texts counterbalances the limitations of repeatedly reading the same brief passage by exposing students to a variety of sentence structures and text topics." As students explore wider texts they meet unfamiliar words and syntax and their reading becomes more fluent; the panel suggests devoting some time each week to this activity.

Design Implications¶

Context¶

Requirements¶

• Choose texts at the higher end of students' instructional reading level
• When possible, choose texts aligned to grade-level content or topics of high interest

Constraints¶

Target Learners¶

• Students in grades 4–9 with reading difficulties

Target Learning Goals¶

• General reading fluency across varied sentence structures and topics

Related Strategies¶

• Wide Reading
• Sustained Silent Reading
• Offer high-interest text alternatives and choice alongside short stories to sustain engagement during strategy instruction

Examples¶

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Key Sources¶

• Vaughn, S., Gersten, R., Dimino, J., Taylor, M. J., Newman-Gonchar, R., Krowka, S., Kieffer, M. J., McKeown, M., Reed, D., Sanchez, M., St. Martin, K., Wexler, J., Morgan, S., Yañez, A., & Jayanthi, M. (2022). Providing Reading Interventions for Students in Grades 4–9 (WWC 2022007). Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. Retrieved from https://whatworks.ed.gov/