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The SavvyTeacher's Guide: Reading InterventionsThat Work lim Wright (lWIW.interventioncentral.org) 15

Listening Passage Preview

Description: The student follows along silently as an accomplished reader reads apassage aloud. Then the student reads the passage aloud, receiving corrective feedbackas needed.

Materials:• Reading book

Preparation:• The teacher, parent, adult tutor, or peer tutor working

with the student should be trained in advance to use thelistening passage preview approach.

Intervention Script:1. Sit with the student in a quiet location without too many distractions. Position the

book selected for the reading session so that both you and the student can easilyfollow the text. (Or get two copies of the book so that you each have your own copy.)

2. Say to the student, "Now we are going to read together. Each time, I will readfirst,while you follow along silently in the book. Then you read the same part out loud. "

3. Read aloud from the book for about 2 minutes while the student reads silently. If youare working with a younger or less-skilled reader, you may want to track yourprogress across the page with your index finger to help the student to keep up withyou.

4. Stop reading and say to the student, "Now it is your turn to read. lfyou come to aword that you do not know, I will help you with it." Have the student read aloud. Ifthe student commits a reading error or hesitates for longer than 3-5 seconds, tell thestudent the correct word and have the student continue reading.

5. Repeat steps 3 and 4 until you have finished the selected passage or story.

Tips:Ask Occasional Comprehension Questions. You can promote reading comprehensionby pausing periodically to ask the student comprehension questions about the story (e.g.,who, what, when, where, how) and to encourage the student to react to what you bothhave read (e.g., "Who is your favorite character so far? Why?").

Preview a Text Multiple Times as a Rehearsal Technique. In certain situations, youmay wish to practice a particular text selection repeatedly with the student, using thelistening passage preview approach. For example, if the student is placed in a readingbook that is quite difficult for him or her to read independently, you might rehearse the

The Sawy Teacher's Guide:Reading InterventionsThat Work lim Wright (YM'W.interventioncentral.org) 16

next assigned story with the student several times so that he or she can read the storymore fluently during reading group.

References:Rose, T.L., & Sherry, L. (1984). Relative effects of two previewing procedures on LDadolescents' oral reading performance. Learning Disabilities Quarterly, 7,39-44.

Van Bon, W.H.l., Boksebe1d, L.M., Font Freide, T.A.M., & Van den Hurk, I.M. (1991).A comparison of three methods of reading-while-listening. Journal of LearningDisabilities, 24, 471-476.

Listening Passage Preview Progress Monitoring

The next pages are an easy way to record & graph your reading

fluency progress monitoring data. Here are the steps to use

them:

1. Collect 3 samples of the student's current words read

correctly per minute. Circle these three numbers in the

gray "baseline" section (one per column).

2. Begin intervention.

3. One time weekly, collect a sample of the student's words

read correctly per minute and circle that number in the

white "intervention" section.

Tips: You may use grade level instructional text (Reading Street FluencyPassages) to gather a 1minute fluency sample or DIBELSjAIMSwebjCBMprogress monitoring probes.

Date each data point in the first row of the table.

There are three different sheets, depending on the student's level (up to 40,up to 90, and up to 125words read correctly per minute).

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Progress Monitoring: Reading FluencyGrade Level: -------------------School Year: -------------------Goal: _

Student Name: -------------------Data Collected by: .,.--- _Area Targeted: _

Progress Monitoring: Reading FluencyGrade Level: ----------------------School Year: ----------------------Goal: ---------------------------

Student Name: ----------------------Data Collected by: _Area Targeted: __

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Grade Level: -----------------------School Year: -----------------------Goal: _

125 125 125 125 125 125 125 125 125 125

120 120 120 120 120 120 120 120 120 120

115 115 115 115 115 115 115 115 115 115

1I0 110 110 110 110 110 110 110 110 110

105 }05 105 105 105 105 105 105 105 105

100 100 100 100 100 100 100 100 100 100

95 95 95 95 95 95 9595 9590 90 90 90 90 90 90 90 9085 85 85 85 85 8585 85 8580 80 80 80 80 80 80 80 8075 75 75 75 75 75 75 75 7570 70 7070 70 70 70 707065 65 65 65 65 65 65 65 65

60 60 60 60 60 60 60 60 6055 55 55 55 55 55 55 55 55

50 50 50 50 50 50 50 50 50

45 45 4545 45 45 45 45 4540 40 4040 40 40 40 40 40

35 35 3535 35 35 35 35 3530 30 30 30 30 30 30 30 30

25 25 25 25 25 25 25 25 25

20 20 2020 20 20 20 20 20

15 15 15 15 15 15 IS 15 15

10 10 ]0 10 10 1010 10 10

5 5 55 5 5 5 5 5

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