Targeted Reading Instruction: Four Guiding Principles.

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Bibliographic Details
Title:	Targeted Reading Instruction: Four Guiding Principles.
Authors:	Aiken, Heather H., Bratsch‐Hines, Mary, Amendum, Steve, Vernon‐Feagans, Lynne
Source:	Reading Teacher. Mar2021, Vol. 74 Issue 5, p505-515. 11p. 4 Color Photographs, 1 Diagram.
Subjects:	Individualized reading instruction, Evidence-based education, Education methodology, Career development, Professional education
Abstract:	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. [ABSTRACT FROM AUTHOR]
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Database:	Psychology and Behavioral Sciences Collection

Description
Abstract:	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. [ABSTRACT FROM AUTHOR]
ISSN:	00340561
DOI:	10.1002/trtr.1975