School reading intervention options give you several choices. Will you have your learning disabled child participate in a class-with-in class?

Or would you rather she go to the Resource Room? Perhaps she just needs some accommodations. How do you know what she needs?

Perhaps you are a military family moving into a new school district.  What do you need to do in order for your child to receive the same accommodations as the previous school provided.

Which reading intervention will be the best solution for your child? There are two types of interventions available: those provided by the school district and the private options (those you pay for.) Let's look at the school reading intervention options first.

Of course, your decision shouldn't be made solely on this information. You need to think about what and who your son would respond to best. If he is totally against any type of help, than the on-line solution may be best for him.

The point is, this needs to be a decision that is made with him in mind and with his input IF he is 4th grade or above.


Many school systems have opted to have a para come to the classroom rather than taking students out of the classroom. The paras are instructed to only work with the students that qualify for this program. The paras are there to answer the student's questions, urge the student to do their work or just give the student some extra help. This method is also called inclusion. 

NOTE: Many students hate to be singled out even in the classroom. If there are more than 3 or 4 students who need help, the para will often have them all go to a table at the back of the classroom. Most students hate this separation from the rest of the class.

CAUTION: Most paras are not trained teachers. Many haven't attended college. A few may have some hours of college. However, paras are usually trained by the school district on how to subdue unruly kids.

Although there is a "licensed teacher" that supervises the paras, many of these licensed teachers don't specifically set up a program for the student, but allows the para discretion when working with that student.

Many para's are good at their job because most just want what is best for the student.  However, some para's want their students to succeed so much that they give almost too much help.  By that I mean that they are to willing to give the student the answer before letting the student figure it out themselves.

Read Kara's Story about her school experience.

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Some schools that don't have a inclusion program still use a resource room. Basically this is a special classroom with a "licensed teacher".

She will often pull 5-10 students from different classrooms of the same grade and work with them in the resource room. She may work with all of them on the same subject, i.e. reading a story from the basal. OR she may group them into small groups and rotate from group to group with each group working independently from the next group.

NOTE: Many students hate this singling out. Students don't like to have attention drawn to them especially if they are having difficulties in school.

CAUTION: Some students will do okay in this program at least for a while. However, the student that really needs one-on-one tutoring, will again fall behind.


Are you a military family? Does your child have learning disabilities?  Did that child have an IEP at the previous school?  Here is a resource that might help you make the school transition for your child easier.

504 PLAN

IEP: This plan will be implemented once your child has been diagnosed with a specific learning disability. The student must first be tested by the school district or by a private testing firm.

Once the test has been taken, usually the school counselor or psychologist looks at the results. A meeting between the parents and school personnel (teacher, principal, resource teacher and counselor/psychologist) will finalize what the IEP's goals will be. This will often consist of teachers making accommodations for the student concerning homework, tests and any projects.

CAUTION: In order for the school to show they have succeeded with a student, the goals on IEP's are often set too low. Thereby the student is receiving accommodations on goals that could be hit without the accommodations.

The student doesn't really gain anything from this IEP except to be singled out once again.

Are you the type of person that needs hands-on help? Here is a great resource. It is the Parent's IEP Guide. It has sample letters to use with your school, sample notes, an example of a 504 plan and an IEP journal.

This IEP Guide will answer questions like:

    What is the IEP Process?
    What is IDEA?
    What is Special Education?
    What are my rights as a parent?

The Parent's IEP Guide is about $10 (subject to price change). There is NO shipping because you download it from your computer.

504 PLAN

504 PLAN: This is another type of plan that allows the school districts to give accommodations to students who may need to have an IEP but didn't qualify.

This plan is different than an IEP plan in that the 504 plan does not allow for individualized instruction.  A 504 Plan is usually used when a student needs some type of intervention but doesn't qualify for an IEP plan.  A 504 plan allows the student who may have a slight learning disability to get some special accommodations like a longer time to do a test, or perhaps may need the tests read to her so that she will understand the questions better.

Like the IEP, many times teachers will set the goals at a level that doesn't challenge the student.  This may be for several reasons; (1) the teacher doesn't have time to follow through to make sure the student meets a higher set goal; (2) the teacher may set a lower goal thinking that the student couldn't meet a higher goal and the teacher wants to see that the student is successful.

(2) above usually frustrates the student in that said student usually isn't dumb and recognizes that the teacher's goal for him is too low.  Not only does the student feel frustrated but also begins to feel like he is a lost cause and stupid because the teacher sets a goal so low even she thinks he wouldn't hit the goal set.


It is important that your child gets some school reading intervention AS SOON AS SHE IS DIAGNOSED with a learning disability OR when you see that she is struggling to read.

The sooner the better! If your child HAS NOT received any school reading intervention and she is finishing the third grade still struggling, DON'T LET HER MOVE ON!

A student who is not reading at grade level at the end of 3rd grade will fall farther and farther behind; even with intervention. It is better for that student to repeat the 3rd grade, and review the subject matter.

In the meantime, you will need to determine if you want your child to continue with the school reading intervention model or seek private reading intervention.

Contact me for a FREE 15 Minute CONSULTATION if you need some help deciding what school reading intervention would be best for your child. You can call me at 785-845-1201 between the hours of 8AM and 10PM CST (central standard time). Or fill in the form below.


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