Efficiency and Effectiveness of Intervention Time

Efficiency and Effectiveness of Intervention Time

DOI: 10.4018/978-1-5225-5007-5.ch005


The intervention time with a child cannot be “hit or miss.” It must be purposefully planned time with a deliberate venue for learning, and include growth as well as a proficiency target. Intervention opportunities are often short increments of time and must be designed to be efficient and simultaneously effective. This chapter presents how literacy instruction and intervention can be managed throughout the school day in adaptable time increments using tools for developmentally appropriate literacy intervention strategies. This includes the use of an intervention model presented within a small-group intervention setting. These adaptable time increments throughout the school day are presented for use with the primary reader, and then for use with the intermediate reader. Although the intervention model is presented as a small-group intervention setting, this model can be adjusted to a one-on-one intervention session as well.
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Teaching is more than a technical process; it is a complex human process in which the teacher’s knowledge of the reading and learning process intersects with his or her knowledge of the needs, interests, and individual characteristics of learners. (Alan E. Farstrup, 2002)


When The Process Of Learning How To Read Breaks Down

“Reading is a highly complex process. Each reader builds a system for processing texts that begins with early reading behaviors and becomes a network of strategic activities for reading increasingly challenging texts” (Fountas & Pinnell, 2009, p. 1). Children must learn how to use visual information, language structure, and the meaning of the text as they problem-solve. This does not come easily to every child. Some children are at risk of reading failure, even in a classroom with a strong educator and a balanced framework for literacy instruction.

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