1. Effective Instruction and Interventions for Each Pattern
1.1. Children with SWRD
1.1.1. Children with SWRD - typically require highly explicit, systematic phonics intervention.
1.2. Children with MRD
1.2.1. Children with MRD - need phonics interventions and opportunities to apply decoding skills in reading text, in addition to explicit teaching targeting their specific comprehension weaknesses.
1.3. Children with SRCD
1.3.1. Children with SRCD - need interventions focused on the specific comprehension areas in which they are weak.
2. TAKE ACTOIN:
2.1. Identify --> struggling or at risk readers
2.2. Administer --> additional assessment data
2.3. Think --> about where difficulties stem from. Either decoding /comprehension or both
2.4. Assess --> Do they have problems with reading fluency. If so, is it from decoding / comprehension or both
2.5. Plan --> Use this information to implement a plan of intervention and monitor progress.
3. 3 Common Reading Patterns
3.1. SWRD (specific word reading difficulties)
3.1.1. No difficulties with core comprehension. Core comprehension consist of vocab and background knowledge
3.2. MRD (mixed reading difficulties)
3.2.1. Have a combination of weakness in word-reading skils and core comprehension areas
3.3. SRCD (specific reading comprehension difficulties)
3.3.1. Those with SRCD have the opposite of SWRD. Poor reading comprehension despite at least average word-reading skills.
4. Determining Patterns of Difficulties:
4.1. Important components of reading include phonemic awareness, word decoding, fluent text reading, vocabulary, and listening comprehension.
4.2. The first step in determining a struggling reader’s pattern involves assessment of these abilities that underlie reading development.
4.3. .
5. Different Patterns in Specific Groups of Children
5.1. Early & Late Emerging Reading Problems
5.1.1. •Early-emerging reading difficulties often involve problems in decoding which is either an SWRD or MRD pattern because learning to decode is central to children’s early reading development
5.1.2. •Late emerging reading problems suggests that screening and intervention for both broad language weaknesses and phonological weaknesses may help prevent future reading difficulties
5.2. Prevalence of Different Patterns in Specific Groups of Children
5.2.1. • Different types of reading difficulties differentiate based on grade level, school population, ESL students, low income students, disabilities etc.