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Ruth Roberts Staff Photo




Dear Parents of Reading Intervention Students,


I love teaching  your child in Reading Intervention here at OIS. My email address is if you would like to contact me by email. I am also available for conferences if you would like to discuss your child’s reading progress. Please call the school office or contact me by email to set up a conference.


I see many students during the day in reading intervention and no two are exactly alike.  That includes their reading problems. Some students have difficulty reading the words and figuring out new words phonetically. Others sound like very good readers but do not comprehend what they are reading. Some students really don’t have a reading problem, but they are in reading intervention due to poor grades that result from a lack of motivation. Please spend some time reading with your child and figuring out what his particular problem is. Also, please have your child read every night because readers improve by reading. I send books home with many of the students. Please ensure that they read these books.


 Some things to remember as you listen to your child read:


1.       Remind your child that reading must make sense and that it is their job to notice when it doesn’t. If they don’t notice, stop them and tell them that it didn’t make sense. They should reread and find the error.


 2.       Say, “What can you do to help yourself?” if your child is not attempting anything. They should be trying things like:


·         Looking for a part they know.


·         Finding the base word by covering ed, s, ing, etc.


·         Breaking words between double consonants.


·         Breaking words between the first part and the rime. Examples: fl—at, gr—ime,


spr—ay, gr—ape (The rime part starts with the vowel.)


·         Thinking of a word like the tricky word. Examples: float is like boat and soap has the same vowel sound. Autumn is like author and August. South is like out or mouth.


 3.       If your child is one that has comprehension problems, remind him/her to read a little and think a lot. Sometimes it is necessary for them to stop at the end of every page or paragraph or even every period if necessary and think or reread to make sure they understand. Make sure they know who the characters are, and something about them, what the setting is, and the main events in the story. Sometimes, it helps to make a few notes. We need to get your child to the place where he realizes when he is not comprehending and does something to help himself.


 Thank you so much for your help at home. Together we are going to help our students to be strong readers.



 Ruth Roberts


Reading Intervention Teacher




                      Why Your Child Should Read for 20 minutes Every Day






"WHY CAN'T I SKIP MY 20 MINUTES OF READING TONIGHT?" LET'S FIGURE IT OUT --- MATHEMATICALLY! Student A reads 20 minutes five nights of every week; Student B reads only 4 minutes a night...or not at all! Step 1: Multiply minutes a night x 5 times each week. Student A reads 20 min. x 5 times a week = 100 mins./week Student B reads 4 minutes x 5 times a week = 20 minutes Step 2: Multiply minutes a week x 4 weeks each month. Student A reads 400 minutes a month. Student B reads 80 minutes a month. Step 3: Multiply minutes a month x 9 months/school year Student A reads 3600 min. in a school year. Student B reads 720 min. in a school year. Student A practices reading the equivalent of ten whole school days a year. Student B gets the equivalent of only two school days of reading practice.




By the end of 6th grade if Student A and Student B maintain these same reading habits, Student A will have read the equivalent of 60 whole school days Student B will have read the equivalent of only 12 school days. One would expect the gap of information retained will have widened considerably and so, undoubtedly, will school performance. How do you think Student B will feel about him/herself as a student?



Some questions to ponder: Which student would you expect to read better?


Which student would you expect to know more?


Which student would you expect to write better?


Which student would you expect to have a better vocabulary?


Which student would you expect to be more successful in school....and in life?


WHY READ 30 MINUTES A DAY? *If daily reading begins in infancy, by the time the child is five years old, he or she has been fed roughly 900 hours of brain food! *Reduce that experience to just 30 minutes a week, and the child's hungry mind lose 770 hours of nursery rhymes, fairy tales, and stories. *A kindergarten student who has not been read aloud to could enter school with less than 60 hours of literacy nutrition. No teacher, no matter how talented, can make up for those lost hours of mental nourishment. *Therefore...30 minutes daily = 900 hours 30 minutes weekly = 130 hours Less than 30 minutes weekly = 60 hours


Guess you now understand why reading daily is so very important.  Why not have family night reading?  It is great to just shut off the television for 20-30 minutes and read... and share.






(Source: U.S. Dept. of Education, America Reads Challenge. (1999) "Start Early, Finish Strong: How to Help Every Child Become a Reader." Washington, D.C.