Ensuring That Students Who Need It Most Receive Effective Reading Interventions
Many interventions promise strong results, but they may not have the necessary components to achieve noteworthy effects. In this session, we provide an in-depth explanation of the five components of effective interventions and share the research that supports them. We also model how to match targeted reading interventions to students’ specific needs. With this background information, participants will come to understand what makes interventions powerful for ensuring student learning. Participants will receive resources to guide them in evaluating and implementing interventions that are based on research. Participants will have opportunities to reflect on their current site practices and plan next steps for ensuring a comprehensive multi-tiered system of support that includes effective tier 2 interventions.
Download Session Materials
- Analysis to Action - #2.pdf
- Effective Intervention Components #4.pdf
- PRESS InfoGraphic_2017 - #1.pdf
- Tier 2 Flow Chart - #3.pdf
Lori Helman, PhD, is Director of the Minnesota Center for Reading Research (MCRR) and professor at the University of Minnesota. She researches and teaches classes in literacy development and effective teaching practices for diverse elementary students, and works with literacy professionals to implement schoolwide systems of support. Prior to her role as a professor, Dr. Helman had an extensive career in K-12 education as an elementary school teacher, new teacher mentor, district literacy coordinator, and instructional coach. She is the author or coauthor of 14 books and has written numerous chapters, articles, and curriculum support materials that investigate literacy learning and teaching with native English speakers and students learning English as a new language. Brittany Larson, M. A., is a Literacy Specialist in the Path to Reading Excellence in School Sites (PRESS) project at the MCRR. She has worked for over a decade as a teacher, administrator, and interventionist with a specialization in the early elementary grades. She has been a general education teacher in primary grades and a reading and math interventionist in rural Minnesota.