Reading Intervention Matrix

Engagement/
Area of Need Comprehension Accuracy Fluency/Phrasing
Motivation
Questions to
Consider:  Does the student utilize  Does the student choose to  What types of errors are  Is the student aware of their
monitoring comprehension read? being made? own fluency?
strategies?  Are the books just right o Omission  Is the student attending to
o Rereading books? o Insertion punctuation?
o Pausing  Does student chose to read o Meaningful substitution  Is phrasing being impacted
o Stop and think just right book? o Repeating same error by accuracy?
o Visualizing  Does the student show o Teacher tolds  Is the student reading in
o Self-correcting for enjoyment of books through o Articulation (see notes) meaningful chunks?
meaning discussion and extension? o Incorrectly decode (see  Is the student using
o Talking about text  Does the student actively comprehension expression when reading?
 Are graphic organizers and participate with confidence strategies)  Does student reread for
note taking used effectively and enthusiasm?  What strategies are being fluency?
to aid in comprehension?  Does the student set used for unknown words?  Is the student reading at an
 Is there a difference in reasonable goals and strive  What strategies are being expected rate?
comprehension between to achieve them? neglected?
fiction and nonfiction?  Has the student developed  Is the student rereading?
 Are errors impacting stamina in reading?  Is the student self
comprehension?  Does student show correcting?
 Are comprehension preference between reading  Does the student use variety
concerns oral or written? fiction vs. nonfiction? of strategies to solve words?
 Are students decoding
multisyllabic words?

Possible  STP  I PICK  Making Words  Neurological Impress Method

Interventions for  Who & What  New Sight Word (NIM)
Parents:  Audio Books

Updated on April 22, 2014

Parent Reading Intervention Strategy Notes for: Stop-Think-Paraphrase (STP)

What it is and why you do it: Picture or

Stop-Think-Paraphrase is a way to help your Example:
child remember what was read. It is a simple
way to check that your child understands what
they are reading.

How you do it:

1. Listen in as your child reads a page or short section of a book and then say, “stop”.
2. Have your child cover the part of book they just read with their hand.
3. Ask your child to think about what they just read.
4. Have your child tell you, in their own words (paraphrase), what they just read.
5. If your child needs help, ask:
1. What did you just read?
2. What happened at the beginning?
3. What did you just learn as you read about…?

1. Listen 2. Cover 3. Think 4. Tell 5. Ask

Say Stop What
I just I just happened?
read… read… What did you
learn?

Suggestions for Success:

1. Some children may need to use pictures to help them remember. After a while, you may ask them to try
without the pictures.
2. Some children may need to stop at each paragraph if there is a large amount of print.
3. Use a cue card like the example above to help your child use the strategy with increasing independence.

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Parent Reading Intervention Strategy Notes for: Who and What?

What it is and why you do it: Picture or Example:

Who and What is a way to improve your Event
child’s ability to understand what they read by
paying attention to important characters and
events in a story.

How you do it:

1. Listen as your child reads a page or two of text and then have them stop.
2. Then ask your child to tell you “who” the page was about and “what” the character did.
3. If your child needs help, ask:
1. Who was on this page?
2. What did he/she do?

1. Listen 2. Ask 3. Ask

Who
What
was in the
happened?
story?

Suggestions for Success:

1. You can have your child write the “who” and “what” for each section that they read.
2. As your child gains confidence, have them tell you what happened in the beginning, middle, and end of
the story.

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Parent Reading Intervention Strategy Notes for: Modified I PICK
What it is and why you do it: Picture or Example:
When a child struggles with reading it is
important to help them find the right book. A
“just right” or “good fit” book for your child is a
book that:
1. I~ they pick
2. P~ have a purpose or reason to read
3. I~ are interested in reading
4. C~ can comprehend understand
5. K~ know most of the words

How you do it:

1. Share an “I PICK” bookmark with your child.
2. Talk to your child about reasons to read different types of books.
1. We read for fun
2. We read to learn information
3. Talk to your child about things that they might be interested in reading about
1. Do you like to read about real things? (sports, animals, special places, plants, volcanos, etc.)
2. Do you like to read stories? (fantasy, mystery, humorous, adventure, etc.)
3. Do you like to read about certain characters? (books in a series)
4. Do you like to read books by a certain author?
4. After your child reads a section of their book ask them to tell you about what they have read to make
sure they understood (comprehended).
5. Listen to your child read the first page or two of the book they choose to make sure they can read
(know) most of the words correctly.
1. Have your child use the “5 Finger Rule” if your child makes more than 5 errors on a page of text
the book is too difficult for them to comprehend

1. 2. 3. 4. 5.
I just
read…

Suggestions for Success:

1. Have your child keep a list of books, topics, and authors they have enjoyed reading.
2. Some children benefit from reading several books in a series

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Parent Reading Intervention Strategy Notes for: Making Words
Target: Accuracy (Phonics, Spelling, Vocabulary)
What it is and why you do it: Picture or Example:
A way for children have an opportunity for
freedom to choose, explore, make, and play with
words, letters and sounds to improve their
spelling and vocabulary.

How you do it: You will need post it notes or index cards to write letters on
1. Choose a simple word
2. Put one letter of the word on post it notes to spell out the word, but have all
letters available to child
3. You say, “Take two letters and make the word “in.”
4. You say, “Now add a letter at the beginning to make it say “pin.”
5. You say, “Now change a letter to make it say “fin.”
6. You say, “Change a different letter to make it say “win.”
7. You say, “Now, you’re going to make a four-letter word. Add a –d to the
end of the word
8. You say, “Now make a five-letter word that spells “windy.”
9. You say, “Finally, see if you can make a new word by adding 1-5 more
letters to the –in. You can add words to beginning or to the end of the
word.

Strategies for Success

1. When you do this lesson do not have too many letters available or you might overwhelm your child
2. You can use post it notes, index cards, magnetic letters or just a piece of paper- no special tools are
needed. Ask your child’s teacher if you need post it notes or index cards.
3. Make this a quick review, maybe 10-15 minutes
4. Do in a quiet place with no interruptions
5. Make sure the word you start with is one you can add letters to so child will be successful making new
words.
Video demonstration:
http://www.youtube.com/watch?v=1QNUGTIjnhM

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Parent Reading Intervention Strategy Notes for: New Sight Words

Target: Accuracy
Believe it or not, 50% of all reading texts are made up of the same 100 words! The most frequently used and repeated
words in the English language are known as sight words. This list of words includes the, a, is, of, to, in, and, I, you, and
that. Sight words are very important to reading not only because they are used so frequently, but also because many of
them cannot easily be sounded out or shown using a picture.
What it is and why you do it: Picture or Example:
Helps students memorize high frequency words

How you do it:

Ask your child’s teacher for a sight word list (4-8 words)
Practice the sight word list for at least two days using any of the following ways:
1. What’s missing?:
1. Write the word on a whiteboard or on paper or make it with magnetic letters in front
of your child.
2. Tell your child the word and have students spell the word as you point to each letter
in sequence.
3. Turn the word toward you and remove or cover a letter and ask, “What’s Missing?”
Add or uncover the missing letter once your child says what letter was missing.
4. Do this again two or three more times by erasing one or more letters at a time until the whole word is erased
5. Ask your child to spell the word for you as you write or make the word again.

6. Mix and Fix:

1. Give your child letter cards or magnetic letters to make the new sight word. Have the
word written so your child can check to make sure they are making the word correctly.
2. Have your child check the word by sliding their finger under the word while they say it.
3. Have your child put each letter down to remake the word from left to right.
4. “Mix” up the letters and then have the students “fix” the letters to make the word again.

5. Table Writing:
1. Have your child use their fingers to “write” the word on the table while saying the word as
they write it.

2. Whiteboards/Paper:
1. Your child writes the word on a whiteboard or paper, saying the word as they write it.
2. 4 corners: Your child writes the word on all four corners of the whiteboard or paper.
Strategies for Success
3. Start with a few sight words that your child needs to learn
4. You can use post it notes, index cards, magnetic letters or just a piece of paper and markers.
5. Spend a few minutes on each new word
6. Do in a quiet place with no interruptions
7. Have fun learning new sight words
Video Demonstration:
http://www.janrichardsonguidedreading.com/video-clips

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Parent Reading Intervention Strategy Notes for: Neurological Impress Method

Target: Fluency
What it is and why you do it: Picture or Example:
This is one way to improve your child’s fluency.
Fluency is when a child can read smoothly, confidently
and correctly.

How you do it:

1. Sit to the right of your child so both can see what you are reading
2. Begin with reading that is easy and your child wants to read
3. Let your child know you will both be reading the story together
4. Use a pointer (such as your finger or pencil eraser) to guide your child eyes to the words that are being read
5. Be sure to point to each word as you read it (pointing to each word is very important)
6. In the beginning your voice should be louder than your child’s voice, as your child improves their fluency your voice
should get softer. If child starts to struggle your voice should get louder again
7. Read together for 5-15 minutes as many days a week as possible
Steps 1-3 Steps 4-5 Step 6 Step 7
1. Sit to the right 2. Use a pointer 3. Louder 4. 5-15 minutes

Suggestions for Success

1. Parent should sit on the right side of child
2. Let your child choose the book
3. Read the material with your child, using a little louder voice
4. Move your finger and your child’s under the spoken words in a smooth manner
5. Pay special attention to the end of a line
6. The goal of this reading is for your child to read smoothly, do not stop to ask questions or correct them, but rather
focus on reading the book confidently, smoothly, and with joy!

Video demonstration:
http://www.youtube.com/watch?v=mGPxhCCOw_w

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Parent Reading Intervention Strategy Notes for: Audio Books
Target: Fluency and Comprehension
What it is and why you do it: Picture or Example:
Hearing a book read on tape helps your child see
how the words on the page can come alive in a fluent
way.

How you do it:

1. Choose a book and audio recording that is slightly above your child’s reading level
2. Have child sit with the book and listen to the recording while following along in the book
3. You can have your child read the book out-loud with the recording
4. After your child has listened to the story a few times have them read the book to you.
5. If child has difficulty reading it, have them listen to the story again and try again
6. If still too hard you need to choose a lower level of book.
Suggestions for Success
1. Make sure the book is just slightly above your child’s independent level of reading
2. Check audio books out at the library
3. Websites have many downloads for free.
4. Listen to the books as a family
5. Set a time every night to listen to a story

Websites for free downloads of popular books

6. Random House: https://www.randomhouse.com/audio/listeninglibrary/
7. Sno-Isle Library: http://www.sno-isle.org/kids/
1. Choose Tumblebooks
1. Free access using your library card account number

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