“It is likely that children who have reading and language intervention in the primary grades will continue to need additional supplementary experiences in the upper grades as well. We know that the literacy demands are of a different nature for older children; as children proceed through the grades, they are expected to learn from informational text with which they may have had few experiences in the primary grades (see Fisher and Hiebert, 1990); they are expected to use text independently; and they are expected to use text for the purpose of thinking and reasoning.”

Students who received reading and language intervention in the primary grades often continue to need services as they continue through the upper grades, even if reading skills have significantly improved. Changes in the curriculum, such as the use of complex and abstract language, reading to learn, and dense instructional texts require different types of reading skills. In addition fluency rate should continue to increase in order to keep up with the pace of academic demands.

How do you make sure your middle and high school student is receiving the services that they require and that services aren’t dropped when they begin to show improvement? Certainly, the first step is to have a well written, goal-oriented IEP. Individual instruction by a professional offers the best possible outcome. Teens who have needed reading and language intervention in the past often continue to need support through high school to improve reading rate, comprehension and other critical thinking skills.