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I work with the most at-risk students in the area of reading. I have students in grades 1-6 that I serve in a small group setting. Daily I work with 8 groups/day to provide Reading Intervention. These students have deficits in phonemic awareness, letter/sound correspondences, and reading comprehension. They need daily instruction to supplement the regular curriculum and prepare them for success. Decoding strategies help them to have success in reading, but daily practice allows them to become faster and fluent in their reading for better comprehension. Writing skills are addressed with encoding strategies to prepare them for writing in content areas. My classroom is based on multi-sensory strategies to help address the different needs of my students. Some are identified with markers of dyslexia or have attention issues that require repetitive instruction for understanding.

About my class

I work with the most at-risk students in the area of reading. I have students in grades 1-6 that I serve in a small group setting. Daily I work with 8 groups/day to provide Reading Intervention. These students have deficits in phonemic awareness, letter/sound correspondences, and reading comprehension. They need daily instruction to supplement the regular curriculum and prepare them for success. Decoding strategies help them to have success in reading, but daily practice allows them to become faster and fluent in their reading for better comprehension. Writing skills are addressed with encoding strategies to prepare them for writing in content areas. My classroom is based on multi-sensory strategies to help address the different needs of my students. Some are identified with markers of dyslexia or have attention issues that require repetitive instruction for understanding.

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