Journal Article

Targeted Reading Instruction

Amendum, Steve, Vernon-Feagans, Lynne, Aiken, Heather H., Bratsch-Hines, Mary

2021

Overview

This article describes four key principles from Targeted Reading Instruction (TRI, formerly called Targeted Reading Intervention), an evidence-based early reading intervention and professional development program. Focused on accelerating the growth of students not yet meeting grade-level expectations, one-on-one 15-minute daily TRI lessons engage students in developing phonemic awareness, phonics knowledge, decoding, fluency, vocabulary, and beginning reading comprehension. Four key principles guide TRI, which can be applied to classroom reading instruction. First, all work is done in the context of real words and connected text, placing meaning at the heart of instruction. Second, lessons keep it moving, as they follow a consistent structure, use activities to achieve multiple objectives, and make use of all available resources. Third, TRI teachers let the student do the work, engaging students in productive struggle. Fourth, explicit teaching of skills such as blending provides students with unique strategies to become confident independent readers.

• Publisher: Wiley,Blackwell Publishing Ltd
• Subject: Beginning Reading / Decoding / Decoding (Reading) / Direct Instruction / Early literacy / Early Reading / Elementary school students / Evidence Based Practice / FEATURE ARTICLE / Fluency / Instructional Effectiveness / Instructional intervention < Struggling learners / Instructional strategies / Instructional strategies; methods and materials / Intervention / Learner Engagement / methods and materials / Oral language / Phonemic Awareness / Phonemics / Phonics / Phonics; phonemic awareness; phonological awareness / Professional Development / Reading Comprehension / Reading Difficulties / Reading Fluency / Reading Instruction / Reading strategies < Strategies / Struggling learners / Student Development / Students / teaching strategies < Strategies / Vocabulary Development