Effects of Reading Intervention Strategies for Grade 2 Students at Risk of Reading Difficulty

Abstract

INTRODUCTION

Reading is an essential skill in life and reading intervention can be fundamental for many students to find success and be better able to achieve in academics. With so many struggling readers with various reading difficulties, it is essential that teachers not only identify struggling readers but know the best reading intervention practices. In this research study, it is an effort to find effective practices to intervene with students who are at-risk of reading disabilities. Achievement in reading can affect success in every subject area in a child's school day as well as their future success in pursuing a career.

METHODS

A variety of reading intervention strategies seem to be effective for students. Phil IRI Phil was administered the first week of July and the results revealed that there are 26 non-readers in Grade 2. Project Always Read and Learn focuses on helping non-readers of Grade. With the supervision of the Reading warriors, advisers and parents, identified pupils were guided to read using flashcards, DOLCH Basic Sight words, Abakada and other reading materials from 3:00-4:00 PM daily.

RESULTS

The findings show that 26 non-readers were reduced to 6 after the Reading Program. Those pupils were able to read and showed a willingness to continue practice reading together with the parents' involvement. The pupils developed self-confidence and the parents appreciate their children's improvement. They submitted themselves and actively involved in the Reading Program of the School and will continue in the next school year. The need for early intervention, its best strategies and how to most appropriately utilize these strategies in the classroom is research needed to find the most effective interventions for struggling readers.

DISCUSSIONS

The results have been positive and suggest early intervention can be valuable. Early identification of at-risk students seems to be an essential part of the intervention process. This reading intervention became an avenue and opportunity to enhance their reading skills; uproot and resolve the main causes of the problem. Although using one intervention program for all students does not seem to be the best answer, it does seem that while some students can benefit greatly, others will see little results. Using a combination of interventions seems to have the best results. Efforts are still needed to help the remaining non-readers to recognize simple words and phrases to ensure that they are 100% readers before the opening of classes next school year.