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Efficiency and Effectiveness of Intervention Time

Efficiency and Effectiveness of Intervention Time

Copyright: © 2018 |Pages: 22
ISBN13: 9781522550075|ISBN10: 1522550070|EISBN13: 9781522550082
DOI: 10.4018/978-1-5225-5007-5.ch005
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MLA

Cheryl A. Slattery. "Efficiency and Effectiveness of Intervention Time." Developing Effective Literacy Intervention Strategies: Emerging Research and Opportunities, IGI Global, 2018, pp.82-103. https://doi.org/10.4018/978-1-5225-5007-5.ch005

APA

C. Slattery (2018). Efficiency and Effectiveness of Intervention Time. IGI Global. https://doi.org/10.4018/978-1-5225-5007-5.ch005

Chicago

Cheryl A. Slattery. "Efficiency and Effectiveness of Intervention Time." In Developing Effective Literacy Intervention Strategies: Emerging Research and Opportunities. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-5007-5.ch005

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Abstract

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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