estrategias

Estrategias y actividades para
acelerar la lectura de estudiantes
que no leen al nivel apropiado

Desarrollado por el Centro de Servicios Educativos, Región IV
en colaboración con la
Agencia de Educación de Texas

Introduction
In January 1996, Governor George W. Bush set a goal for “all students to read on grade
level by the end of third grade and continue reading on or above gradelevel throughout
their schooling.” To reach this goal, core classroom programs should be designed so that
all students will develop the prerequisite phonological, vocabulary, and comprehension
skills necessary to become proficient readers. However, even with the best classroom
environment, there may be students who need more time and targeted instruction through
an intervention program.
Toassist with the identification of students who need more time and targeted instruction
through an intervention program, each school district and charter school is required to
administer a reading instrument at Kindergarten, Grade 1, and Grade 2 (TEC §28.006).
Students should be assessed with an instrument in the language of reading instruction.
The reading instrument selected from theCommissioner’s List or an instrument approved
by the local district-wide committee must assess phonological awareness, word reading
ability, oral reading accuracy, and reading comprehension.
Using the results of the reading instrument as primary criteria, districts and charter
schools are required to provide an accelerated reading instruction intervention program
during the 2001–2002 school year tostudents identified in Kindergarten, Grade 1, and
Grade 2 who are not showing adequate progress in reading development and who are at
risk for reading difficulties, including dyslexia (TEC §28.006). This reading intervention
program should address the reading difficulties diagnosed through information from the
early reading instrument and should be provided in the identified student’s language ofreading instruction.
Students learning to read in Spanish who are identified to be served with an accelerated
reading instruction intervention program may need much of the targeted instruction
focused on developing word reading ability and reading comprehension. For all students,
the reading intervention program should address the reading difficulties diagnosed
through information from theearly reading instrument.
The activities in this booklet have been written to provide targeted instruction in the areas
of phonological awareness, letter sound relationships, fluency, and comprehension.
Effective small group lesson plans for students struggling to read in Spanish would
include the specific areas of difficulty identified for each student. The following sources
are acknowledged fortheir contribution to this booklet:
• Tejas LEE Intervention Guide
• Comprehension Instruction (part of the Red Book Series)
• LEER MAS, An Extension of the Teacher Reading Academies

Introducción
En enero de 1996, el Gobernador George W. Bush fijó la meta para que “todos los
estudiantes tuvieran la oportunidad de leer al nivel que les corresponde o a un nivel
superior, al final deltercer grado escolar y durante todo el tiempo que dure su
educación”. Para lograr esta meta, el enfoque del currículo de cada clase debe ser
diseñado para que cada alumno desarrolle los requisitos de fonología, vocabulario, y las
destrezas de comprensión necesarias para ser lectores competentes. Sin embargo, hasta
con el mejor ambiente de clase, pueden haber estudiantes que necesiten más tiempo einstrucción adicional por medio de un programa de intervención.
Para asistir en la identificación de estudiantes que necesitan más tiempo e instrucción
adicional por medio de un programa de intervención, se le requiere a cada distrito escolar
y “escuela autorizada” que administren un instrumento de lectura en kindergarten, primer
y segundo grado (TEC §28.006.) Los estudiantes deben ser...