Spanish Reading Intervention

El camino can be adapted for use as a beginning reading instruction or early reading intervention.‍

It uses a systematic decoding method to help early readers develop the accuracy and automaticity needed to become fluent, independent readers.

The systematic scope and sequence also support students identified with dyslexia.

El camino provides a structured approach to teaching foundational skills using explicit instructional routines focused on:

‍Early Support is Needed in Kindergarten

Researchers study in gearly literacy, both in English and in Spanish, have demonstrated the importance of early support for struggling readers.

Alignment with the RtI-MTSS Model

El camino can be adapted for use with each RTI/MTSS tier as described below:

Tier 1 – For kindergarten: Students are provided with core reading instruction that is evidence-based. El camino can be adapted for small group differentiated instruction to supplement the development of foundational literacy skills in lessons that last 20 minutes.

Tier 2 – For kindergarten: Students that are not making sufficient gains in Tier 1 instruction can be placed into intervention groups of 3 to 5 students with similar needs that meet regularly for 30 minutes.

Tier 3 – For first grade: Students who do not respond to intervention can be placed into more intensive, individualized intervention.

Essential Components of Intervention

Explicit Instruction.

Each of the routines in El camino contain the following:

Teacher Explanation and Model.

‍The teacher quickly explain seach activity and demonstrates how the activity is to be conducted.

Signaling.

‍Cues are used to signal when students are to think and when they are to respond together.

Choral Response.

‍When reading sounds, syllables, words, and connected text, the teacher provides a signal for students to respond in unison.

This gives the students multiple opportunities to respond.

This is crucial for developing automaticity.

Individual turns.

‍Each student is given a turn to make sure that they have learned the skills or strategies.

Immediate feedback.

‍An error-correction procedure is provided for each routine.

Systematic Scope and Sequence.

‍The instructional scope and sequence are designed to include the building of background knowledge of students before new information is presented.

This is accomplished with the provision of scaffolding to assist students to read and write syllables and words.

Homogeneous Grouping.

The placement assessment helps to place students in groups with similar decoding needs and identifies instructional entry points for the group.

Assessment.

Assessments are also provided at the end of each of the five volumes to assess if the students are learning the skills being taught and to evaluate if reteaching is needed.

Evidence-Based.

The most effective intervention programs are based on evidence and/or data showing them to be effective.

The“El próximo paso al éxito” Spanish reading program (or El próximo paso ) is a research-based program designed to provide foundational literacy skills to students learning to read in Spanish.

It is designed to systematically develop phonological awareness and phonics skills so that students can decode and read syllables, words, and high-frequency words with automaticity and apply these skills to reading decodable text.

The program can be used as a stand-alone intervention or can be used to support acquisition of foundational skills alongside an evidence-based curriculum.

‍Early Support is Needed in First Grade

Alignment with the RtI-MTSS Model

El proximo paso can be adapted for use with each tier as described below:

Tier 1 – For first grade: Students are provided with core reading instruction that is evidence-based. El proximo paso can be adapted for small group differentiated instruction to supplement the development of foundational literacy skills in lessons that last 20 minutes.

Tier 2 – For first grade: Students that are not making sufficient gains in Tier 1 instruction can be placed into intervention groups of 3 to 5 students with similar needs that meet regularly for 30 minutes.

Tier 3 – For second grade: Students who do not respond to intervention can be placed into more intensive, individualized intervention.

Essential Components of Intervention

Explicit Instruction.

Each of the routines in El proximo paso contain the following:

Teacher Explanation and Model.

‍The teacher quickly explain seach activity and demonstrates how the activity is to be conducted.

Signaling.

‍Cues are used to signal when students are to think and when they are to respond together.

Choral Response.

‍When reading sounds, syllables, words, and connected text, the teacher provides a signal for students to respond in unison.

This gives the students multiple opportunities to respond.

This is crucial for developing automaticity.

Individual turns.

‍Each student is given a turn to make sure that they have learned the skills or strategies.

Immediate feedback.

‍An error-correction procedure is provided for each routine.

Systematic Scope and Sequence.

‍The instructional scope and sequence are designed to include the building of background knowledge of students before new information is presented.

This is accomplished with the provision of scaffolding to assist students to read and write syllables and words.

Homogeneous Grouping.

The placement assessment helps to place students in groups with similar decoding needs and identifies instructional entry points for the group.

Assessment.

Assessments are also provided at the end of each of the five volumes to assess if the students are learning the skills being taught and to evaluate if reteaching is needed.

Evidence-Based.

The most effective intervention programs are based on evidence and/or data showing them to be effective.