Effective Instruction for Middle School Students

with Reading Difficulties

The Reading Teacher’s Sourcebook

by

Carolyn A. Denton, Ph.D.

Children’s Learning Institute University of Texas Health Science Center at Houston

Sharon Vaughn, Ph.D.

Meadows Center for Preventing Educational Risk University of Texas at Austin

Jade Wexler, Ph.D.

University of Maryland, College Park

Deanna Bryan

and

Deborah Reed, Ph.D.

University of Texas at El Paso

Contents

• About the Authors......ix
• Acknowledgments......xi
• Introduction......1
• I Assessing Struggling Readers at the Secondary Level......3
  • Terms to Know......3
  • 1 A Schoolwide Approach to Reading Intervention......5
    • Tier I: Schoolwide Strategies and Routines......6
    • Tier II: Strategic Intervention......9
    • Tier III: Intensive Intervention......10
    • Implementing a Schoolwide Reading Intervention Approach......10
  • 2 Overview of Assessment at the Secondary Level......15
  • 3 Selecting and Administering Assessments......19
  • 4 Using Assessment Results to Plan Instruction......29
• II Effective Instruction for Struggling Readers......39
• III Research-Supported Instructional Practices......55

About the Authors

Carolyn A. Denton, Ph.D.

Associate Professor in the Children’s Learning Institute, part of the Department of Pediatrics at the University of Texas Health Science Center in Houston. Conducts research in schools focused on reading intervention and response to intervention models.

Sharon Vaughn, Ph.D.

H.E. Hartfelder/Southland Corp. Regents Chair in Human Development and Executive Director of the Meadows Center for Preventing Educational Risk. Has authored numerous books and research articles addressing reading outcomes for students with difficulties.

Jade Wexler, Ph.D.

Assistant Professor at the University of Maryland with 15 years' experience in special education, focusing on effective practices for adolescents with reading difficulties and methods decreasing dropout rates.

Deanna Bryan

Worked with middle school students and served as an instructional coach for research-based reading interventions in Texas.

Deborah Reed, Ph.D.

Assistant Professor at the University of Texas at El Paso, with extensive experience in middle and high school education and training teachers in literacy interventions.

A Schoolwide Approach to Reading Intervention

Planning Checklist for Implementing Schoolwide Reading Intervention

STEP 1. SELF-EVALUATION: REVIEW CURRENT READING PRACTICES

• Does the school have a unified vision for reading?
• Is there a safe, positive school environment?
• Are academic standards high and well-communicated?

STEP 2. DEVELOP A PLAN FOR COLLECTING AND USING DATA

• Who will administer assessments?
• Who organizes the results?

STEP 3. DEVELOP A SCHOOLWIDE PLAN FOR IMPLEMENTING STRATEGIES

• Who provides professional development?
• Are teachers committed to research-based strategies?

STEP 4. DEVELOP A PLAN FOR STRATEGIC INTERVENTION

• Who provides strategic intervention?
• How will student progress be monitored?

STEP 5. DEVELOP A PLAN FOR INTENSIVE INTERVENTION

• Who will provide intensive intervention?
• What criteria will determine entry/exit from intervention?

Assessing Struggling Readers at the Secondary Level

Overview

This section provides guidance on assessing struggling readers, implementing intervention strategies, and utilizing student data to enhance instruction.
Strategies include monitoring student progress regularly to inform instructional decisions.

This structured approach aims to ensure all students can read effectively, learn from texts, and stay motivated. The checklist is a tool for schools to assess their reading instruction framework.