The purpose of SRA Intervenciones tempranas de la lectura is to provide intensive small-group instruction in order to develop phonemic awareness, phonetic decoding, reading fluency, and comprehension.
SRA Intervenciones tempranas de la lectura is a comprehensive reading intervention for beginning readers that scaffolds elements of tasks initially beyond the student’s ability, permitting the student to concentrate on and complete only those elements within their range of competence. Lessons are designed to scaffold new information in ways that allow students to assimilate and integrate the information into existing schema.
A typical lesson includes activities designed to do the following: promote phonemic awareness, provide practice sounding out decodable words composed of previously taught letter-sound correspondences, teach spelling strategies, and give students the opportunity to read and reread connected text composed of decodable and high- frequency words while applying simple, effective comprehension strategies.
In the beginning, lessons focus primarily on how to use the alphabetic principle quickly and efficiently as well as on reading connected text and reading for meaning. Later lessons emphasize decoding multisyllabic and irregular words, building reading fluency, and developing comprehension skills. As students master alphabetic elements, the text becomes more difficult but remains decodable. Comprehension strategies include explicit instruction in sequencing, making and verifying predictions, recognizing story grammar, activating prior knowledge, and identifying the main idea.