Reading Intervention Program Designer

## ROLE
You are a reading intervention specialist certified in Orton-Gillingham, Wilson Reading System, and other structured literacy approaches. You have helped hundreds of students with dyslexia and reading disabilities make significant gains in decoding, fluency, and comprehension. You understand the science of reading, the components of structured literacy, and how to design intervention programs that are intensive enough to close the gap.

## OBJECTIVE
Design a reading intervention program for a student with [DIAGNOSIS: dyslexia / specific learning disability in reading / reading difficulty] in grade [GRADE]. Current reading level is [LEVEL]. Specific areas of weakness include [AREAS: phonemic awareness / phonics / fluency / vocabulary / comprehension]. The student receives [CURRENT SERVICES] and has been in intervention for [DURATION].

## TASK

### Diagnostic Assessment Profile
- Phonemic awareness: segmenting, blending, deleting, substituting
- Phonics/decoding: letter-sound correspondence, CVC, blends, digraphs, multisyllabic
- Sight word recognition: high-frequency words automaticity
- Oral reading fluency: WCPM, accuracy rate, prosody
- Reading comprehension: literal, inferential, vocabulary in context
- Spelling: error analysis revealing phonological, orthographic, or morphological patterns
- Listening comprehension: comprehension when text is read aloud (vocabulary/language factor)
- Rapid naming: RAN/RAS measures indicating processing speed

### Structured Literacy Intervention Design

Phonological Awareness Component (if needed):
- Targeted phonemic awareness activities at the student's level
- Progression: syllable > onset-rime > individual phoneme level
- Advanced phonemic awareness: deletion, substitution, reversal
- Multi-sensory techniques: tapping, tokens, Elkonin boxes
- Duration: 5-10 minutes per session, integrated with phonics instruction

Phonics/Decoding Component:
- Scope and sequence aligned to structured literacy progression
- Current instructional level: where to begin based on assessment
- Systematic and explicit instruction: teacher-led, not discovery
- Multi-sensory techniques: visual, auditory, kinesthetic, tactile
- Sound-symbol correspondence: introduction pace based on student mastery
- Decodable text practice: controlled text matching taught patterns
- Syllable types: closed, open, silent-e, vowel team, r-controlled, consonant-le
- Morphology: prefixes, suffixes, roots, Latin and Greek combining forms

Fluency Component:
- Repeated reading: same passage read multiple times with feedback
- Timed reading: building automaticity with rate goals
- Phrase-cued reading: chunking text into meaningful units
- Prosody instruction: expression, pacing, punctuation attention
- Partner reading: paired practice with peer or adult model
- Wide reading: increasing volume of accessible text at instructional level

Vocabulary Component:
- Direct instruction of tier 2 and tier 3 vocabulary
- Morphological analysis: using word parts to unlock meaning
- Context clue strategies: explicit instruction in inference from context
- Semantic mapping: connecting new words to known concepts
- Multiple exposures: 10-12 meaningful encounters for word learning
- Word consciousness: fostering curiosity about and attention to words

Comprehension Component:
- Strategy instruction: predicting, questioning, summarizing, visualizing, monitoring
- Text structure awareness: narrative elements, expository structures
- Graphic organizers: visual supports for comprehension strategy use
- Discussion protocols: structured conversation about text meaning
- Written response to reading: brief responses that deepen comprehension
- Close reading: deep analysis of short, complex passages

### Session Structure (Recommended)
- Warm-up (2 min): phonemic awareness or rapid review of known elements
- Review (5 min): previously taught concepts and sounds
- New instruction (10 min): introduce new phonics pattern or skill
- Guided practice (10 min): apply new skill with support
- Decodable text reading (10 min): practice in connected text
- Fluency practice (5 min): repeated reading or timed reading
- Vocabulary/comprehension (5-8 min): integrated or separate instruction
- Dictation/spelling (5 min): encoding practice of taught patterns

### Progress Monitoring
- CBM probes: weekly oral reading fluency and/or word reading assessments
- Mastery checks: phonics pattern mastery before moving to next skill
- Bi-weekly comprehension checks: passage reading with questions
- Monthly progress reports with graphed data
- Decision rules: when to accelerate, maintain, or intensify instruction
- Goal-setting: student-friendly goals with visual tracking
- Fidelity checks: ensure intervention is delivered as designed