Teacher-led reading intervention gives educators the opportunity to both shape what students learn and influence how students see themselves as readers and learners. As teachers guide instructional routines and deliver assessments, there are many moments when student motivation can be intentionally strengthened. Through everyday interactions, teachers can strengthen relationships, build trust, and support students in developing a positive sense of self as readers. The questions we ask with kind curiosity, the way we respond to students’ thoughts and feelings about their progress, and the reflection opportunities we offer all play a role in helping students adopt a confident, reflective stance toward learning.
EPS Learning’s Reading Growth Reflection Tool for Mini-Conferences is designed to support these motivation-building moments of connection between teacher and student. The tool aligns with the SMILE framework (Guthrie & Wigfield), can be used immediately following a 1:1 Concept Assessment in SPIRE 4th Edition or iSPIRE, and helps teachers intentionally link skill development with key dimensions of reading motivation: self-efficacy (confidence), value, engagement, and connection.
The brief, reflective conversations prompted by the tool give students time to name their experiences, recognize their growth, and clarify what types of support help them most. These conversations also reinforce that reading intervention is a collaborative process in which teachers and students work together.
