Reading is a complex process which involves decoding, processing print and understanding language. (Cunningham, 2003)). Students can struggle with any one of these processes. Within thecontext of good instruction, assistive technology can provide thescaffolding to decode, process print and understand language. Students need practice in reading easy text to increase their reading skills. No intervention substitutes for reading connected text at an easy level to increase reading fluency skills. The overall goal for reading instruction is increasing silent reading with comprehension.
The Whole to Part Reading Assessment Model (Koppenhaver & Erickson) can help guide decision making to target interventions to meet specific student reading needs. A teaching strategies
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