stream x��\K���ϯ��@�E�%`Ѐ�1Ar�d ��;@�M����Ϫb)�g'X�1��ꫯ��?�o]ߝz�礴�����������|�uj�硛��l:m�y���}�&���э��/F�~�~���㟿�����Klc�oa�����/��Տ�4Z7��?��T�t���ϯ����k�/�.��7��z���i|��ކ����rqO�����|���ĺ����͵]��U���T1~%9\���R�qXl���zǑ�li�0�2�Ǹ�1��t9-���-E��iO1��������T$�;��d�`�a�a�n3���^�VN��¤���� Ǧ������Ba�8��_���z�?���b,>��ulV�$�ؓ�0��>���䘗���,�6`�^�#]���?�K�X��a���O� ��=�A��m)�+J�q#��`�U]����kڄ�rKXp+��o��a� �P��2M��t���t�Ѕ�Ŵz�ϥhQP������#������� �rK�5�� �8(OM)~�������f-A�o0���1QU�^*�0>Y�Lp[m�5�բ{oC��G��@H�WY�üj�ASA�{��hI7l�v��_�]EP��� �B��e8i�7g ���I����k���g�`�*����#Zib��Bfc��>K��%����*YT��P�i���+ t���Up#��.x����4�'�6HH���@�D`�y�DG�����j��COK'Z)*Q%z7�_��Wɔq�M5q�\����`����;�]5r��D�q��z���:��k�fj��ʉ���ї���˂F�?�VdXbd����zn>�a�{+���Ҡd�SISp��AÇ�BS��F9hM��r�&�A�A���Vp4�Ex�2���>��E+t�h�qЕ!������wM��5���9U���[�{8( :���2Τ������fe� It includes 267 pages of Spanish reading intervention ready to print and implement in your Spanish immersion, bilingual and dual language classroom. %PDF-1.4 �(O�8�bݦ$Ubd�R�r���bԆdD�rA���J��=A��Km���@��#���x�m"3ȴc��W�. Research has found that children who are reading below grade level in third grade rarely “catch-up” in later grades. Time really flies during the daily reading block and there is a lot of movement throughout the classroom as you meet with your intervention and guided reading groups. z���^"`�Y&{�\��*��fC�X�OG��+t��sZ��mMފzTa� ��=Л�gz��� #yn�"w���)!A�%�8�@XsR6��}�H��uf��P���~>* �(�Rp�]�_��*(��)�?i�(�=j���pj� <> Without early intervention, the “reading gap” between struggling readers and their peers continues to widen over time. Providing kindergarten students with 20 minutes of daily instruction has been demonstrated to have a positive impact on their acquisition of early reading skills, such as phonemic awareness and letter-sound correspondence (Gunn et al., 2000; Gunn et al., 2002; Lennon and Slesinski, 1999). It could work in a variety of levels-- Pre-K, Kindergarten and In addition, the older a child is (including later elementary), the more intense and long-term the intervention needs to be due to the cumulative effect of the skills the child is missing. 2 0 obj Grade Level(s): K-1st Research shows that children who fall behind in early reading skills require intense intervention to catch up. >z7��h�4�'�j�R���;�L�!�������. Spanish Reading Intervention Binder (Intervencion de lectura)This product is in Spanish. In fact, first grade reading skills have been shown to be a strong predictor of 11th grade reading levels. :@�ɔ��N1�^�L�I�P��`,.�����s5 The goal of Scott Foresman’s Early Reading Intervention (ERI) program is to increase students’ alphabetic principle, phonemic awareness and early phonics (decoding) skills so they are able to begin reading by the end of Kindergarten or the middle of first grade. %äüöß
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