What is the best possible way to implement reading intervention to Year 1 & Year 2 students who are below the benchmark?
I ask this question because I am currently working with 24 students from years 1-3 who are considered by the school to be at a 'critical' level of reading. While some of these students receive additional help in the classroom from support staff, the majority do not. The backgrounds of these students vary and while I am not privy to all the details I suspect that most of them, but not all, do not enjoy reading and receive little support at home. While it no secret that a home environment where reading is modelled and supported equates to reading gains in the classroom, it is not the parents job to 'teach' their children to read, nor should it be expected. If these children are currently experiencing significant delays in their expected reading growth it suggests that the current classroom practices are simply not working for these students, and it is our job to propose a better and more specific way to teach these students how to read.