This article describes four key principles from Targeted Reading Instruction (TRI, formerly called Targeted Reading Intervention), an evidence‐based early reading intervention and professional development program. Focused on accelerating the growth of students not yet meeting grade‐level expectations, one‐on‐one 15‐minute daily TRI lessons engage students in developing phonemic awareness, phonics knowledge, decoding, fluency, vocabulary, and beginning reading comprehension. Four key principles guide TRI, which can be applied to classroom reading instruction. First, all work is done in the context of real words and connected text, placing meaning at the heart of instruction. Second, lessons keep it moving, as they follow a consistent structure, use activities to achieve multiple objectives, and make use of all available resources. Third, TRI teachers let the student do the work, engaging students in productive struggle. Fourth, explicit teaching of skills such as blending provides students with unique strategies to become confident independent readers.

中文翻译：

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有针对性的阅读指导：四项指导原则

本文介绍了有针对性的阅读指导（TRI，以前称为有针对性的阅读干预）中的四个关键原则，这是一项基于证据的早期阅读干预和专业发展计划。专注于加速尚未达到年级期望的学生的增长，每天一对一的15分钟TRI课程让学生发展语音意识，语音知识，解码，流利度，词汇量和开始阅读理解能力。TRI的四个关键原则可供指导，这些原则可应用于课堂阅读教学。首先，所有工作都是在真实单词和关联文本的上下文中完成的，将意义置于教学的核心。第二，经验教训使之保持前进，因为它们遵循一致的结构，因此使用活动来实现多个目标，并利用所有可用资源。第三，TRI老师让学生做工作，让学生从事生产斗争。第四，显式的技能教学（例如融合）为学生提供了成为自信的独立读者的独特策略。