Intervention Programs
Intervention programs support students by providing extra instructional time, small group instruction, and more intense instruction. They also support teachers by providing professional development and helping them make instructional decisions. Intervention programs pinpoint areas where learners are struggling and adequately meet those needs. The programs also support teachers by providing them with resources and strategies to use in the classroom to enhance learners’ understanding (Vaughn & Bos, 2019). Some available interventions for teaching reading include Read 180, Success for All, and Corrective Reading.
The Read 180 program is a reading intervention program designed to help students struggling with reading. The program includes various activities and materials to help students improve their reading skills. The program also has a system for tracking student progress so that teachers can see how students are doing. The Success for All program is a comprehensive reading intervention program that supports students in grades K-3. The program uses a three-tiered approach to reading instruction, focusing on developing phonemic awareness, phonics, and fluency skills. The program also includes a vital component of parent and community involvement (Vaughn & Bos, 2019). Corrective Reading aims to help students catch up to their peers in reading. The program provides explicit instruction in phonemic awareness, phonics, fluency, and vocabulary.
Evaluation of Intervention Program
The materials should be evaluated based on their ability to improve student learning, their effectiveness in providing the necessary support to struggling students, and their ability to be implemented effectively by teachers. The capacity of the materials to improve student learning should be based on data from student progress monitoring. Moreover, the effectiveness of the materials in providing support to struggling students should be based on data from student progress monitoring. This data should show that students are making adequate progress toward grade-level standards. Furthermore, the ability of the materials to be implemented effectively by teachers should be based on data from teacher surveys (Vaughn & Bos, 2019). These surveys should show that teachers feel confident in their ability to use the materials and that they are using them to benefit students.
Evidence Evaluation
The first step is to identify the goals of the intervention program, then analyze the research studies conducted on the agenda. This can be done by reviewing research studies conducted on the intervention program. After that, one evaluates the quality of the studies and synthesizes the findings to determine whether the intervention program is effective in achieving its goals (Vaughn & Bos, 2019). The studies should be of high quality and conducted with students similar to those participating in the intervention program. Reliable evidence should support the claims made about the program after analyzing the quality of the research.
Besides, the research evidence for an intervention program can be evaluated by looking at the program’s outcomes data. This data can be used to determine if the intervention program effectively improves the academic or behavioral performance of the students participating. Furthermore, the program’s implementation data can reflect the effectiveness of the evidence used (Vaughn & Bos, 2019). If the program’s illustrations were relevant, its real-world application outcomes should produce similar or close results to anticipated ones.
The above information is helpful because it provides evidence that intervention programs can be effective in supporting struggling students and helping them improve their reading skills. The programs seem easy to implement, and teachers feel confident in their ability to use the materials, significantly when aiding learners with learning concerns. This information can help educators decide which intervention programs to use in their classrooms.
Reference
Vaughn, S., & Bos, C. S. (2019). Intervention programs for struggling readers: A synthesis of the research. Reading Research Quarterly.
Vaughn, S., & Bos, C. S. (2019). Strategies for teaching students with learning and behavior problems. Upper Saddle River, NJ: Pearson., 54(1), 36-69. Web.