Reading Intervention at Chilliwack Middle School 

May 8, 2026 

Classroom teachers and the district literacy team are working together to support literacy at Chilliwack Middle School (CMS). The group includes Literacy, English Language Learner (ELL), and Learning Assistance teachers alongside District Literacy teachers. Together, they’re using a strategy called reading intervention. 

Reading intervention means that educators review student data to understand students’ abilities and then create a targeted plan to address each student’s needs. Different students need different support. 

Some might need short-term intervention to develop a specific skill. Others may need longer or full-year intervention. This can include one-on-one time with a teacher or small group learning. There are larger groups, too. Groups are fluid; as they develop new skills, students move around. 

“Students respond positively when instruction is personalized, targeted and scaffolded,” said Pickles. “Small groups strengthen relationships and student voice, increasing students’ willingness to participate, take risks and engage in reading. In small groups, students get more intense instruction.”  This is important, Pickles points out, because learners need to take risks to learn.  

Teachers meet regularly and keep running records to monitor student progress. They review the data, assess learning outcomes, and adjust their approach as needed. 

“We’re constantly checking. Where are our kids at? How are things going?” said Pickles. 

Every literacy teacher at CMS attended the middle school literacy retreat in the fall. Pickles said that the district curriculum team inspired the teachers and gave them new tools to support literacy. 

The strategy and professional development opportunities are making a difference. Classroom teachers are reporting increased clarity around student literacy needs. Students say they are more confident and enjoy reading. They’re also showing measurable progress in foundational reading skills. 

At the end of the school year, Pickles and her team will look at where they started and where they ended. They’ll determine which goals they met and what didn’t work. And then they’ll revise their plan. “Nothing is ever perfect,” said Pickles. “There’s always room for improvement.” 

Pickles shared a story about a grade 8 student who used to avoid class. She frequently found herself escorting the student back to the classroom. Then they started reading intervention – a class they never missed. In grade 7, Pickles found them in the hallway a little less often. Now in grade 8, the student regularly attends. “I asked them about it. They said, ‘I don’t do that anymore.’ They said it’s because they can read.”