A Framework for Intervention

Throughout Chapter 5, Differentiating Instruction and Intervention, of the Graves et al. text (2011), a large portion of the reading consisted of different strategies and ways to implement intervention in the modern classroom.  It is important to note that there is not one single approach to intervention that is ideal for everyone.  Also, differentiated instruction will not ensure the success of all students. Students near the top of bottom skill level of any group may receive too much or too little intervention.  Given the time and resources available, teachers must find and implement strategies that give the most students the best opportunity to reach their full potential.  Developing strategies and plans for intervention helps ensure that success.

I believe the text points out some interesting and effective strategies that I look to implement in my own classroom.

1. Explicit Strategy Instruction- Intervention instructors should always provide clear explanation and modeling of reading strategies for identifying words, determining meaning, or understanding text.

2. Mediated Scaffolding- Support through hints, suggestions, and models are useful when students learn new reading skills

3. Strategy Integration- Students should always know WHY they are learning a particular topic.  Knowing “why” helps create meaning and purpose so students can apply what they learn to other areas.

4. Priming Background Knowledge- Review previously learned topics before introducing new material.  Many students need reminders of what they learned previously beforing warming up their brains to apply new material.

5. Judicious Review- Students who struggle with reading can never have enough review.  Developing different review strategies to implement in the classroom is important for intervention teachers.  Using effective strategies continuously helps ensure success.

6. Well-paced Instruction- Intervention teachers must learn to get the most out of the classroom time they are given.  Focus of activities should be on content and not procedural steps.  Promotion of interest, engagement, and attention is provided through these strategies.

7. Motivation- Confidence is gained through progress, which does not occur without timely feedback.  Other strategies the text highlights are differing the pace of the lesson and engaging students through activities.

Using these guidelines with well-trained professionals working with students in small groups over an extended period of time will help create an environment for a successful intervention program where students quickly get back on track.