INTERVENTION LITERACY PROGRAM
Intervention program essence and focus:
The literacy intervention program is appropriated to provide a positive, supportive, and continually developing a positive outcome from the weaknesses identified from children in the achievement of their main goals that are studying our case, focusing on Mike, who is diagnosed with dyslexia. Having challenges academically ranging from spelling necessary reading skills as well as written expression and is required to make tremendous improvement by lining with the program’s purpose of achievement.
Logical basis:
- The essence of the program is to continuously support the implementation of high-quality literacy program as well as individual support program that is inclusive of intensive reading support as illustrated using the table below.
- The introduction of the literacy model intervention program is subjected to the improvement of both the reading and comprehension skills of a child(Schwartz et al., 2013).
- The intervention program is focused on boosting a teacher’s physique to concentrate on educating and enabling each student to attain the level best of their education regardless of their home language learning difficulty and disability, ethnicity, or socioeconomic status.
| Profile of the Learner: Name: Mike Snell Age: Ten Year: Four Stage: Two | Strengths | Weaknesses |
| · Mike has developed a liking for baking and decorating cakes creating the anxiety of him joining the school to learn how to design cakes. · Mike has developed the desire and enjoys watching cooking shows as well as following recipes that way. · In school, Mike is noted to have developed a liking for school extra-curricular activities such as the PE classes and making new friends, most preferably Mike loves playing sport while out for PE classes. · Mike is well mannered and pleasant, developing a liking from all his peers. · In academics, Mike is seen to strive to do the best with all his subjects, inclusive of creativity in his drawings. | · Mike has developed a tendency to avoid reading and has the preference of guessing words rather than decoding them. · Mike has difficulties words reading fewer difficulty words · Mike dislikes going to the resource room, stating that it is annoying for him, and he hates being pulled from the classroom, which makes him feel dumb. · Significant challenges of Mike academically are spelling, written expression, and essential reading skills developing the urgency of assistance in content areas that associates with both reading and writing. · Mike requires that his organization skills are refined since mostly, he is seen to stay on task. Still, if the job he is handling appears to be challenging, Mike tends to daydream and even start to flip through his desk contents and book bag rather than complete the assigned work. |
Summary of the intervention literacy program strategy
- The strategies identify who/which students have specific strengths and weaknesses in reading and writing basing the program from understanding the cohorts’ primary exceptions, which are helpful to the administrator or the teacher in the administration of the content to the children where the emphasis is required.
- The intervention program will focus entirely on the administration of the reading strategies ranging from the big six teaching activities where there is no need to administer them daily.
- The program will also focus on phonological awareness and knowledge on letter and sound, where the teacher is likely to use decodable and trade texts for clear understanding by the learner.
The intervention program is likely to take place during reading, and writing of let say a two-hour literacy block but not entirely configured towards the literacy block. The responsibility for the achievement of the program’s expectations is the classroom teachers, educational support staff, literacy leader, and curriculum coach. The accomplishment of the objectives of the literacy will entirely rely on the participation of either the entire block or receiving of additional and well-strategized small group instructions to the teachers expected to give mentorship on what is planned for the teacher in administering reading and writing contexts(Schwartz et al., 2013). Continued browsing of decodable texts will influence the reading skills of the learner attributed to the continued focus given on vocabulary development.
In cases where the instructor feels that the student has made insufficient progress, he or she should move the student/s to tier 3/wave after completion of two terms. If there is a feeling that there is minimal progress that has been registered by the students, this is also in conjunction with the phonological awareness combined with the phonics even after the foundation year, especially for the students identified to require it.
Assessment of the intervention literacy program is achieved by running records for the students who appear to be reading below the level of thirty. Usage of literacy data board and discussion of recorded data in curriculum teams under the guidance of the curriculum leaders, which is valid for the instructors in identifying the lethal areas, which requires more attention for the achievement of reading and writing skills the students.
Professional learning required for the teachers and other staff for the effectiveness of the intervention literacy program needs both the classroom teacher and his assistant teacher to have professionally developed and conversant with ‘The Big 6’as well as CAFÉ reading. They are also expected to have engagement in evidence-based professional learning, have the understanding that pedagogy may require adjustments in different stages during instructions and administration interventions(Burnett, 2016). The teachers are also anticipated to have a belief that some of their students may require an increased intensity and support concerning the development of their reading and writing skills.
Conditions for learning required to support the intervention literacy program
By engagement of the school community, there is the creation of a supportive and positive learning environment which results to the celebration of the success achieved in reading and writing discovering the essence of reading for the learners within the society
The development of professional skills on both the big 6 and CAFÉ reading for both the classroom teacher and their assistant teacher is vital for the learning cycle. This helps in acquainting the teacher with the strengths and weaknesses of their learners, thus emphasizing the improvement of the gaps for the efficiency of reading and writing skills achievement by the learners(Burnett, 2016).
The primary classroom is expected to be a school commitment having an uninterrupted up to 120 minutes literacy blocks within five days in a week. Where there is a school assessment plan that is implemented for reading.
Some of the aspects involved in the teaching and learning program characterized by an effective intervention literacy program should consist of:
- Synthetic teaching of phonics across the primary years of a learner
- Regular diagnostic evaluation
- Analysis of data during the PLT meetings
- Systematic and clear instructions regarding phonological awareness as well as sound knowledge
- Relationship with spelling
A systematic, rigorous and consistent approach focused on teaching and reading should consist of
Dignified access to decodable texts such that the learners can apply what has been taught. A well-balanced reading program focused on addressing the big 6 and continued engagement on trade texts for improving the reading skills that a learner acquires from the program.
The more precisely educators and perusing pros can characterize the understudy’s test, the more successful the intercession. This implies we explicitly focus on our mediation to the general class, for example, unraveling (separating the obscure words by utilizing information on letters, sounds, and illustrations) or familiarity (perusing rapidly, effortlessly). We can’t take a “one size fits all” way to deal with understanding intercession. We should ask which youngster needs extra support, what are the individual needs, and afterward utilize that data to focus on an answer.
Intervention ought to be focused on dependent on four stages—or stages—of learning:
Stage 1: Acquisition of new abilities, described by moderate and wrong execution. An understudy in this stage would require high demonstrating and prepared input intending to improve exactness.
Stage 2: Proficiency, after an understudy gets precise, however, is working gradually. This understudy reacts to redundancy and over-learning intending to speed up a reaction.
Stage 3: Generalization, which means the understudy is exact and familiar yet now needs to sum up recently learned data to various settings, to utilize the expertise in a broad conceivable scope of environments.
Stage 4: Adaptation: The understudy can adjust, or alter, the aptitude to fit new assignments or circumstances.
References
Schwartz, J. B., Hahs-Vaughn, D. L., & Nye, C. (2013). Intervention program improves literacy skills for students with severe developmental disabilities. Evidence-Based Communication Assessment and Intervention, 7(1), 31–35. https://doi.org/10.1080/17489539.2013.805499
Burnett, C. (2016). Acknowledging and interrogating multiplicities: Towards a generous approach in evaluations of early literacy innovation and intervention. Journal of Early Childhood Literacy, 17(4), 522–550. https://doi.org/10.1177/1468798416645851
Brooks-Gunn, J., Berlin, L. J., & Fuligni, A. S. (2000). Early childhood intervention programs: What about the family?.