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Interventions - Coggle Diagram

- - - - Kid: Does not know words that rhyme with cat, does not know syllables, does not know sounds in words
      - Parent: child has difficulty thinking of rhyming words, does not show interest in word games
      - Teacher: Does not correctly complete blending activities, has difficulty rhyming or spelling a new word based on sounds
    - - Kid:: be willing to play word and sound games, be patient learning new information, be willing to practice writing
      - Parent: Read books with rhymes, play simple rhyming and blending games, practice the alphabet
      - Teacher: Learn all about phonemes , Make sure your school's reading program and other materials include systematic instruction in phonics.,
- - - - Kids: Getting stuck while reading, takes long to read something, reading takes a lot of energy
      - Parents: Child reads book with no expression, reads aloud very slowly, stumbles a lot
      - Teacher: Her results on words-correct-per-minute assessments are below grade level or targeted benchmark, has difficulty and gets frustrated when reading aloud
    - - Kids: Track the words with your finger as a parent or teacher reads a passage aloud, Have a parent or teacher read aloud to you. Then, match your voice to theirs, Read your favorite books and poems over and over again
      - Parents: Support and encourage your child, Read aloud to your child to provide an example of how fluent reading sounds, Use books on tapes
      - Teacher: Asses the student, Read a short passage and then have the student immediately read it back to you, Give the student independent level texts that he or she can practice again and again