Flowchart of a Reading Intervention Program

By Evelyn Egan, M.Ed.

Flowchart #1: Identifying Struggling Readers Flowchart
Flowchart #2: Reading Evaluation Checklist
Source: Cooper, J. D., Kiger, N. D., Robinson, M. D., & Slansky, J. A. (2009). Literacy: Helping students construct meaning. Belmont, CA: Wadsworth,
Cengage Learning.



Determine how each student
is reading in terms of various
factors.
(Please refer to flowchart #2)
Decide which students are
struggling and need core
instruction plus intervention.
Plan the core instruction and
intervention for the struggling
readers in accordance with
your program and available
resources.
Provide the instruction,
continually evaluating and
revising in the light of student
performance.
Flowchart of a Reading Intervention Program
By Evelyn Egan, M.Ed.

Independent (easy to read) 95-100 % correct
Instructional (ideal for teaching) 90-94 % correct
Frustration (too difficult) 80-89% correct
Reading Level (You may either use IRI or running record with
leveled texts. You note student's decoding skills &
comprehension. The information will help you decide what level
of text to use for instruction, & what level the student can read
independently. It will also help you plan all aspects of instruction
including fluency practice.)
Oral vocabulary - whether a student can express himself/herself accurately & effectively
Listening Level - the highest grade where a student can answer 75 % of the questions
correctly; this suggests that the student has the language & comprehension to deal with a text
at this level.
Oral Language (Speaking and listening vocabulary; Observation
in the classroom is how you gather information about a
student's oral vocabulary. To determine a student's listening
level, use leveled passages. Then, compare the listening level
and reading level.)
Phonemic awareness and phonics (ELL)
Fluency - check for automaticity, quality, and rate. Fluency is important because it provides a
kind of bridge between word recognition and reading comprehension.
Decoding (Phonemic awareness and phonics for ELL; determine
fluency of a student. Fluency is the ability to read words of
connected text smoothly and without significant word
recognition problems. Note student's miscues and analyze
them to determine the student's ability to use phonics and
structural analysis. Use a 1-minute fluency check.)
General level of comprehension
Comprehension strategy use
Comprehension (Determine a student's prior knowledge for the
reading task and whether a student is able to access it when
needed, general level of comprehension, and ability to use
comprehension strategies. Use IRI or retelling for general level
of comprehension, and for strategy use, student reads an
appropriate text and models the use of the stratetgy.)
Home environment
Vision, hearing, general health
Interest
Attendance
Attitude
Related factors (Identify a student's feelings about learning to
read/reading and anything that may be causing him/her
problems. Meet with family or guardian to discuss student's
reading. Get their perceptions. Request vision and hearing
screening from school nurse. Have the student complete an
interest inventory or attitude survey or both . This will help you
in selecting materials for instruction. Gathering this information
will help you more fully understand a student's reading.)
What type of instruction has been provided before?
Previous program (Research about what type of instruction the student
has had in the past, what seemed to help, what has not worked, has the
student received intervention, what kind, was it helpful. This
information will help you decide how to approach the student's reading
and make decisions about other interventions you might want to try.)
Flowchart of a Reading Intervention Program
By Evelyn Egan, M.Ed.
Examples of Comprehension Strategy Use:
Administer an IRI. Two major types of information can be obtained from the use of the IRI: quantitative information expressed in grade equivalent scores to
indicate the readers independent reading level, instructional reading level, frustration level, and listening comprehension level; and qualitative information
concerning the readers word recognition and comprehension strengths and difficulties.
Quantitative Information:
Word Recognition Comprehension
Independent 99 % or higher 90 % and higher
Instructional 95 % or higher 75 % or higher
(Grades 3-12)
Frustration below 90 % (Grades 3-12)

Listening 75 % or higher

Qualitative Information:
Following each reading selection is a set of comprehension questions. The following types of questions are used:
1. A main idea question asks for the central theme of the selection.
2. A detail question asks for bits of information directly stated in the material.
3. An inference question asks for information that is implied, but not directly stated, in a passage.
4. A sequence question requires knowledge of events in their order of occurrence.
5. A cause-and-effect question names a cause and asks for its effect or mentions an effect and asks for its cause.
Flowchart of a Reading Intervention Program
By Evelyn Egan, M.Ed.
6. A vocabulary question asks for the meaning of a word or phrase used in the selection.
Examples of Comprehension Strategy Use Remediation:
Making inferences remediation:
1. As you read, look for clues in your book.
2. Think of what you know about this topic.
3. Use the clues and what you know to figure out what the author means.
Identifying Important Information in Expository Text remediation:
1. Find the facts.
2. Read to identify the topic by looking to see what most of the information is about.
3. Look for a sentence that summarizes the information of the paragraph or longer text.
4. Read to see what information is not important to the topic.
5. Use the important information to think of your own main idea.
Summarizing Expository text remediation:
1. Summarize the facts.
2. Look for the topic of the paragraph or text. Delete trivia.
3. Look for information that is repeated.
4. Group related terms or ideas under one term.
5. Look for a main idea sentence.
6. If there is no main idea sentence, make up one.
Flowchart of a Reading Intervention Program
By Evelyn Egan, M.Ed.
7. Put your summary together.
8. Check all rules.
Question Generating and Answering (Expository Text) remediation:
1. Preview the text.
- Read titles and subheads. Look at the pictures and illustrations. Read first paragraph.
2. Ask yourself a think question. Write down your question.
3. Read to find important information to answer your question. Write the answer. Think about whether your question was a good think question.
4. Ask another think question.
5. Read to answer your question. Continue to ask and answer questions as you read.
6. Look back to see if you have other questions to answer.