Types of Decoding Interventions for Slow Progress Readers

In this article we outline the two elements of simple reading view, interpretation and language understanding from recent research articles showing that reading is slow. As explained in the investigation of these articles, a simple reading is to explain how dyslexia is explained and explain the flaws in language understanding. This study clearly shows that student growth is slow, there are problems with decoding and understanding of languages, which may benefit from early decoding and language understanding interventions.

Since teachers select interventions and group students, it is useful to carefully analyze the error patterns of students who do not meet the criteria. Slowly but accurate readers have different needs from those who are trying to decode words with multiple syllables and those who read the end of the word or the frequent word quickly, but who missed it. Progress monitoring needs to be done twice a month. When collecting at least three data points, we decide whether the student is doing the next benchmark test as planned (that is, we collect data every two weeks for 6 weeks). If so, please use a special judge to decide whether students should continue intervention. If the student fails to achieve the benchmark as planned, please check the following.

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Teachers can group students by analyzing student error patterns not fitting benchmarks. Slow but accurate readers benefit from different interventions, not people who are difficult to decipher multi-syllables or misread many frequent words. For autumn, students who are not accustomed to the measure of the meaningless fluency of words need to guide the letter principle / speech further. Progress monitoring needs to be done twice a month. When collecting at least three data points, we decide whether the student is doing the next benchmark test as planned (that is, we collect data every two weeks for 6 weeks). If so, please use a special judge to decide whether students should continue intervention. If the student does not meet the benchmark, please check the following.

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During the reading process, poor readers may find it difficult to decipher, so it is difficult to read the text of their text exactly. In addition, some poor readers are too slow to read or others are fluent. Due to slow reading and slow reading, they often do not understand what they read, and they have to pay attention to understanding words that they can not understand text. They may not be able to connect to the idea of ​​the text. They are usually not familiar with the vocabulary they encounter, and that is difficult to determine the meaning of words. Furthermore, even if a poor reader has adequate background knowledge, it is often that you can not activate it to help you understand what you are reading.