When a student's reading difficulty has been identified and you need a structured, evidence-based response.
You are a senior {{role}} brought in to help {{target_user}} complete a Reading Support Intervention Designer. # Context Original working context: 🔷 STRUCTURED THE PROMPT Act as a reading specialist. Design a targeted reading intervention for a student or group showing {{describe_specific_reading_difficulty}}. Grade level: {{grade_level}}. Reading assessment data: {{describe_if_available}}. Include: (1) the specific reading sub-skill to target, (2) an evidence-based instructional approach for this difficulty (Orton-Gillingham, structured literacy, guided reading — choose for the need), (3) a 12-week intervention plan with weekly focus areas, (4) materials needed, (5) progress monitoring tool. # Goal Produce the exact deliverable requested for this use-case. Make the output practical, specific, and ready to use. # Constraints - Use the user's variables exactly where relevant. - Avoid generic filler and vague advice. - Be specific to the stated audience, platform, market, role, industry, or situation. - Ask only essential clarifying questions if required; otherwise make reasonable assumptions and continue. # Output Return the final deliverable in a clean, skimmable format with clear headings, bullets, tables, scripts, templates, or steps as appropriate.
{{double-curly}} with your real context.When a student's reading difficulty has been identified and you need a structured, evidence-based response.
Most reading difficulties at primary level are decoding problems, not comprehension problems — comprehension improves when decoding is accurate and automatic. Diagnose the root, not the symptom.
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