Therefore, society needs to have learners who can seek solutions to problems, and communicate effective solutions. Appropriate intervention can be used to assist students with struggling literacy. Coins that students who struggle to read need intensive reading interventions (Wanzek 2018). The intervention for struggling students should be based on a model of effective strategic reading. The comprehensive intervention model is a technique that has been devised to assist students who have struggled with literacy. Therefore, this article provides an overview of the comprehensive intervention model and discusses thoughts on whether or not this approach is suitable in light of what learned in this class.
The comprehensive intervention model is a well-coordinated and systematic design response for providing intervention services to people who struggle to read (Gao et al., 2021). The comprehensive intervention model incorporates layered intervention to reverse reading failures for people who struggle to read. The layered intervention includes one-to-one intervention, intervention in small groups, and supplemental intervention. The CIM model provides students with an opportunity to learn a new skill in an environment where there are no distractions, and also whereby the student is offered tailored support. After learning the new skill, the student is allowed to apply the skill in an environment where there is distributed support with normal distractions.
The teacher to the struggling student, or students instructs them to a small group. The groups receive support from an intervention specialist. The intervention specialist provides precision teaching tailored support and expert scaffolding to the students (Gao et al., 2021). The intervention occurs in a setting that does not have, or has limited distractions; this environment enables the student to develop selective attention, conscious awareness, and strategies for solving problems. During the process, the teacher observes students’ ability to transfer knowledge in the context of an environment with limited distraction, and one with normal distraction. Besides the intervention teacher observes factors that affect student’s ability to generalize knowledge.
Students who have difficulty reading can unlearn the ineffective reactions that are preventing them from becoming more literate or from making progress in reading thanks to the Comprehensive intervention approach (Wanzek 2018). Students who are having difficulty often get into the habit of repeating certain replies, which might impede their capacity to learn anything new. In addition, the condition of students who are already having difficulty might become much more difficult if they are exposed to incorrect assistance or if the intervention is carried out by unified personnel.
The comprehensive model is a well-developed unique intervention model that meets the needs of struggling students. The model utilizes data significantly to help students who struggle to read. Students have been subjected to two different environments with different conditions, which are significant enough to detect factors that affect students’ ability to dispense knowledge (Wanzek 2018). Besides, the comprehensive model utilizes an expert who not only provides precision teaching to the students, but also offers tailored, or distributed support to the student depending on the environment. The specialist intervention is indispensable because the specialist knows the exact information to give to the students.
In summary, despite how unique and well-developed the model, is, the model may be ineffective in various circumstances. If intervention towards the student who struggles to read is not made soon, can be habituated, which may be difficult to unlearn. The intervention highly depends on data, if a proper observation is not made by the intervention teacher, then inappropriate intervention can be administered. Lastly, the success of the model depends, on the intervening specialist.
References
Gao, L., Xue, W., Kou, S., Yang, X., & Jiang, X. (2021). Practice of Comprehensive Intervention Program for Leftābehind Children’s Inferiority Complex–Taking a Middle School in Xian’an District of Xianning City of Hubei Province as an Example. Frontiers in Humanities and Social Sciences, 1(1), 48-55.
Wanzek, J., Stevens, E. A., Williams, K. J., Scammacca, N., Vaughn, S., & Sargent, K. (2018). Current evidence on the effects of intensive early reading interventions. Journal of learning disabilities, 51(6), 612-624.