The evidence is compelling – early identification and intervention is key to providing the greatest opportunity to “close the gap” among struggling and successful readers. However, the stark reality is that many older students are reading below levels which enable them to comprehend grade level, and content-area texts.

Although an approach to intervention for older students may require some modifications, the components of explicit instruction, structured literacy, and ample opportunities to practice to fluency remain the cornerstone of good instruction. Join Dr. Julie Klingerman as she explores these facets of intervention unique to older students:

• How do the components of a structured literacy approach apply to older, struggling students?
• How can intervention be accelerated in both word recognition and language comprehension to prepare students for the rigors of content-area reading?
• Which kinds of practice are most motivating to students in grades 4 and up?

Presenter