Creating a reading intervention program for elementary students who

struggle with reading involves several key components. Here’s a structured

approach you can follow:
1. Assessment
 Identify Needs: Use assessments (e.g., running records, phonemic
awareness tests, and sight word inventories) to determine each
student's reading level and specific challenges.
 Set Goals: Establish clear, achievable goals for each student based on
their assessment results.
2. Program Structure
 Small Groups: Organize students into small groups based on their
reading levels and needs. This allows for targeted instruction and
personalized attention.
 Frequency and Duration: Aim for interventions 3-4 times a week,
with sessions lasting 30-45 minutes.
3. Instructional Strategies
 Phonemic Awareness: Use games and activities that focus on
recognizing and manipulating sounds in words.
 Phonics Instruction: Incorporate explicit phonics instruction with
practice in decoding and blending sounds.
 Fluency Practice: Use repeated reading strategies, partner reading,
or fluency-building activities to improve reading speed and accuracy.
 Vocabulary Development: Introduce new words through context,
visuals, and interactive activities. Focus on high-frequency sight words.
 Comprehension Strategies: Teach strategies such as predicting,
questioning, summarizing, and visualizing to improve understanding of
texts.
4. Materials and Resources
 Leveled Readers: Use a variety of leveled texts to match students’
reading abilities.
 Interactive Activities: Incorporate games, digital resources, and
hands-on activities to make learning engaging.
 Graphic Organizers: Use tools like story maps or Venn diagrams to
help students organize their thoughts.
5. Progress Monitoring
 Regular Check-Ins: Conduct bi-weekly or monthly assessments to
monitor progress.
 Adjust Instruction: Be flexible and ready to modify instruction based
on student progress and changing needs.
6. Family Involvement
 Communication: Keep families informed about their child's progress
and ways they can support reading at home.
 Home Reading Programs: Encourage daily reading at home with
suggested books and activities.
7. Professional Development
 Continuous Learning: Stay updated on best practices in reading
instruction through workshops, courses, or collaboration with
colleagues.
Sample Weekly Plan
Day 1: Phonemic Awareness
 Activity: Sound sorting games
 Focus: Identify and manipulate sounds
Day 2: Phonics
 Activity: Phonics workbook pages
 Focus: Specific phonics rules (e.g., short vowels)
Day 3: Fluency
 Activity: Partner reading with a leveled text
 Focus: Timed readings to build speed
Day 4: Vocabulary
 Activity: Word wall games
 Focus: Introducing and practicing new sight words
Day 5: Comprehension
 Activity: Read a short story and complete a graphic organizer
 Focus: Summarizing the main idea and details
Conclusion
Tailor the program to fit the unique needs of your students. Be patient and
celebrate small successes to motivate and encourage learners. Regularly
solicit feedback from students to adjust the program as necessary. Good
luck!
Sample Reading Intervention Plan
Group Size: 4-5 students
Duration: 30-45 minutes per session
Frequency: 4 times a week
Duration of Program: 8 weeks

Week 1-2: Phonemic Awareness and Phonics

Objective: Improve phonemic awareness and basic phonics skills.
Materials:
 Sound cards (e.g., letters and pictures)
 Phonics workbooks
 Simple decodable texts
Daily Breakdown:
 Warm-Up (5 minutes):
o Sound sorting activity: Students sort picture cards based on
initial sounds.
 Phonics Instruction (15 minutes):
o Introduce a phonics rule (e.g., short a sound). Use examples and
practice blending simple words (e.g., cat, bat, hat).
 Guided Reading (20 minutes):
o Use a decodable text that includes the phonics rule introduced.
Students read in pairs, taking turns.
o Focus on decoding strategies (e.g., sounding out words).
 Wrap-Up (5 minutes):
o Review the phonics rule and have students create a list of new
words they learned.

Week 3-4: Fluency and Vocabulary

Objective: Increase reading fluency and expand vocabulary.
Materials:
 Timed reading passages
 Flashcards with high-frequency sight words
 Vocabulary graphic organizers
Daily Breakdown:
 Warm-Up (5 minutes):
o Review sight words using flashcards.
 Fluency Practice (15 minutes):
o Conduct a timed reading activity. Students read a short passage
for one minute, tracking words read correctly.
o Pair students to practice reading the same passage multiple
times.
 Vocabulary Instruction (15 minutes):
o Introduce 5 new vocabulary words related to the text. Use visuals
and context clues.
o Have students create a graphic organizer to define the words and
use them in sentences.
 Wrap-Up (5 minutes):
o Share sentences using new vocabulary words. Celebrate their
use of words.

Week 5-6: Comprehension Skills

Objective: Enhance comprehension strategies.
Materials:
 Short stories or passages
 Comprehension question cards
 Graphic organizers (story maps)
Daily Breakdown:
 Warm-Up (5 minutes):
o Quick review of vocabulary and phonics rules.
  Reading Activity (15 minutes):
o Read a short story together, discussing unfamiliar words and
context.
 Comprehension Strategies (20 minutes):
o Use a story map to identify characters, setting, problem, and
solution.
o Discuss the main idea and details. Ask comprehension questions
(e.g., “What happened first?” “Why did the character feel that
way?”).
 Wrap-Up (5 minutes):
o Have students share one thing they learned about the story.

Week 7-8: Review and Application

Objective: Reinforce skills learned and assess progress.
Materials:
 Review worksheets (phonics, vocabulary, comprehension)
 A variety of texts for independent reading
Daily Breakdown:
 Warm-Up (5 minutes):
o Quick review games (e.g., sight word bingo).
 Mixed Skills Activity (25 minutes):
o Rotate through stations:
 Phonics: Phonics games (e.g., word building).
 Fluency: Timed reading practice.
 Comprehension: Reading a new passage and answering
questions.
 Wrap-Up (5 minutes):
o Reflect on what they enjoyed about the program and what they
feel they’ve improved.
Assessment and Progress Monitoring
  Use running records at the beginning and end of the program to assess
reading fluency and comprehension.
 Track student progress on phonics and vocabulary assessments.
Conclusion
This sample intervention plan can be adapted to meet the specific needs of
your students. Focus on creating a supportive and encouraging environment
to foster a love for reading!