3 Common Myths About Reading Intervention

Today we wanted to have a little real talk with all of you. We wanted to address three common myths we keep hearing about research-based reading intervention.

The first myth we want to address is…

Myth #1: You need to follow a program with fidelity to get results.

This presumes that the publisher of a curriculum knows more about the students you are working with than you do. We just do not believe that for a second. The problem with this myth, and this viewpoint, is that it takes all authority away from you and all of the incredible knowledge that you have about your students. You know far more about your setting, your situation, and your students than someone who has put together a one-size-fits-all approach does.

We want to be clear -

It’s okay to start with a script, and it’s good to have an outline, a structure, and a foundation that’s based on research. We need these to make sure we aren’t missing things. We aren’t saying you should be throwing your intervention time around all willy-nilly, you should not be doing that. However, we don’t need ROBOT interventionists, and ROBOT teachers, feeling like they can’t adapt and adjust based on the needs they are seeing at the moment.

Responsive reading instruction is the core ingredient to massive literacy growth for our students.

Following a program with fidelity eliminates that ability to be truly responsive. It goes against the very core of the Orton-Gillingham methodology that has been so widely accepted as the gold standard in reading instruction.

Keep in mind, I have a research background…I understand the importance of fidelity…in research. In practice, however, we need to throw that concept right out the window.

Myth #2: You should not be providing research-based reading intervention (like Orton-Gillingham-based intervention) unless you’re certified.

It breaks my heart when I hear talented educators saying that they can’t help students yet using research-based principles because they aren’t certified.

WOAH, hold the phone. WHAT?! I hate that this myth is being spread so widely by none other than the very people who make massive amounts of money off the fact that you “need to be certified” before you can start helping kids. You don’t need approval from the powers that be to make a MASSIVE difference for your students.

If you’re a lifelong learner and you want a certification - awesome, we commend you and salute you for your steadfast determination and commitment to excellence. But do not, for one second, allow the fact that you aren’t “certified” to stop you from using a research-based approach to begin supporting students on their pathway toward grade-level reading and writing skills.

Don’t let “not being certified” be your way of hiding, of not serving the students who need you.

You have the power to make a massive difference for these struggling students.

And finally, the third myth we want to address is…

Myth #3: Targeted & Responsive Intervention is Best Provided by Computer-Based Programs

YIKES!

This last one kills me. While we love data and are entirely driven by data-based instruction, we do not for one minute think a computer program can provide better instruction than you. We need connection with a student/our students far more than we need data that can be mined with a fine-tooth comb.

Should we be taking data? Yes! Should we be using that data to inform our instruction? YES!

Should we use computer-based literacy programs to teach our students because the computer knows better about what students need than we do…NO!

Computer-based programs are a great supplement but absolutely cannot and should not be used in the place of a qualified interventionist who has the ability to make a connection with students in real life.

The bottom line…

Let’s stop doubting ourselves and our intervention and get to work.

Check out our video below where we talk about each of these myths!

And if you want more information, check out our FREE workshop: How to Create Systematic, SOR-Aligned Lesson Plans. This workshop will help you determine what actually needs to be included in a Science of Reading-based lesson, how to build a lesson plan based on the Science of Reading, and how to optimize your lesson plans. Plus, we’ll share our lesson planning guides!