How would you handle varied reading abilities in your classroom?

     Q:  How would you handle varied reading abilities in your classroom?

     A:   RTI combines universal screening and high quality instruction for all students with interventions targeted at struggling students.  First, it is important to screen all students for potential reading problems at the beginning of the year and again in the middle of the year.  Teachers need to monitor the progress of students who are at elevated risk for developing reading disabilities.  Next, differentiated instruction should be provided for all students based on assessments of students’ current reading levels (Tier 1).  Next, teachers should provide intensive, systematic instruction on up to three foundational reading skills in small groups to students who score below the benchmark on universal screening.  Typically, these groups will meet between three and five times a week for 20-40 minutes (Tier 2).  Third, the progress of Tier 2 students should be monitored at least once a month.  This data can be used to determine whether students still need intervention.  Finally, intensive instruction should be provided daily in order to promote the development of various components of reading proficiency to students who show minimal progress after a reasonable amount of time in Tier 2 small group instruction (Tier 3).

            Repeat after me:  “Do your homework on reading instruction!”

üEXTRA CREDIT:      Avoid using tentative terms such as “I think,” “I feel,” or “I guess.”  Over-use of these terms tends to leave a less-than-positive impression with the interviewer – that you are unsure or indecisive.  Interestingly, women tend to use these terms moreso than men.