Early Intervention in Reading is a reading intervention model with a strong professional development component.
|
|
|---|---|
 |
Children who don't learn to read in the early grades have a hard time catching up in reading. |
|
An essential component of Early Intervention in Reading is the ongoing professional development program for teachers. |
|
EIRŪ has twelve years of research documenting results. It was developed by Dr. Barbara Taylor, a professor at the University of Minnesota. |
Examples Include:
|
72% of first grade children at risk of failing to learn to read in first grade are reading independently by the end of the year after EIRŪ training, and 94% of the children who have been followed into grade 2 are reading on a second grade level in May of second grade. |
|
96% of the children who come to second grade reading on a preprimer level or lower are reading on a second grade level by the end of the year, and 92% of the children in follow-up evaluations are reading on a grade 3 level in May of third grade. |
[ Click here for Recent Research Findings. ]
EIR Features
|
EIRŪ is researched based and focuses on the five essential elements of effective reading instruction dealing with phonemic awareness, phonics, vocabulary development, reading fluency and comprehension strategies. |
|
Systematic introduction of and instruction in letter-sound relationships |
|
Vocabulary highlighted for all students and for English language learners |