![]() Remains true under a variety of teaching conditions and with a variety of learners across a range of grade and age levels. Scientific evidence shows that teaching children to manipulate the sounds in language (phonemes) helps them learn to read. Scientific research literature on reading and its implications for reading instruction (NIH Publication No. Teaching children to read: An evidence-based assessment of the The definitions of the Five Components of Reading Instruction were taken from the National Institute of Child Health and Humanĭevelopment (2000). Reading levels, provide opportunities to read independently, and provide opportunities to respond and react to text orally and/or in It is important to provide choice in reading, provide print sources that are at students independent In the process of developing these programs, it is important to investigate This document is designed to assist schools and districts inīeginning the process of constructing a reading program. Adolescent readers are more motivated to read when they have choice, an interest in the text theyĮncounter, and opportunities to participate with a variety of texts. (National Governor’s Association, 2005) Research also recognizes that in order for readers to be successful, they need to be engaged Research recognizes and supports the great need to address the issue of adolescent literacy and to assist all of our students in readingĪt grade level so that they may be productive both in their academic lives and in the adult world. Developmental reading instruction may be delivered through content area courses. Class size is also of importance and depends upon the Reading intervention instruction requires delivery byĪ licensed reading professional during a specified daily reading class period. Level will also benefit from explicit reading instruction at a developmental level. The reading needs of the population of students in need of intervention are so significant thatĪdditional support above and beyond reading in language arts and other content areas is necessary. School through high school students whose reading performance ranges from those significantly below expectation through those The Model Secondary (6-12) Plan for Reading Intervention and Development has been designed to meet the cognitive needs of middle TheĬurricular goals are based on the Minnesota Academic Standards in Language Arts relating to reading, but also include other pertinentĬomponents necessary when working with this student population. These suggestions reflect current best practices supported by research. Schools as they develop their own programs and curricula. The Model Secondary (6-12) Plan for Reading Intervention and Development is meant to serve as a model for districts and Plan (including a scope and sequence of developmental outcomes) and an assessment plan that are aligned to the Minnesota Academic As the needs of adolescent learners in the area of literacy continue to increase, it is important to develop a curriculum Schools and districts to employ licensed reading teachers for those students needing reading development or intervention at the The Board of Teaching Reading Licensure Rule 8710.4725 requires The State of Minnesota recognizes that literacy is necessary. ![]() Suggested Scheduling and Student-to-Teacher Ratios. Steps Two through Four: A Model System for Identification, Placement and Assessment. Planning and Implementation of the Model Secondary (6-12) Plan for Reading Intervention and Development. 5ĭescription of the Model Secondary (6-12) Plan for Reading Intervention and Development. This is certainly something that schools need and will be fortunate to get.” - Michael F. To the complexity of the situation, alerting them to the many possibilities for addressing it, and providing them with some of the It seems to me that its major value will be in alerting schools “I have read A MODEL SECONDARY (6-12) PLAN FOR READING INTERVENTION AND DEVELOPMENT and believe that it willīe of significant value to secondary schools in Minnesota and elsewhere. University of Minnesota of Literacy Education The Quality Teaching Network: Reading Advisory BoardĮxpert Evaluator: Michael F. Reviewers: The Minnesota Reading Licensure Coalition Minnesota Department of Education Highway 36 West Project Coordinator: Bonnie Houck, Reading Specialist 65 Houck, Content Area Reading Specialist in the Division of Academic Standards and High Schoolĭocument Writers: Jan Ferraro, Bonnie Houck, Sue Klund, Sharon Hexum-Platzer, Jan Vortman-Smith ![]() The QTN is organized and supported by the Minnesota Department of Education under the The Quality Teaching Network: Reading (QTN: R) is a group of exemplary educators dedicated to assisting schools throughout the ![]()
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