ABSTRACT
This chapter describes the role of the intervention specialist for providing supplemental (and complementary) support to the most at-risk readers from the classroom. It explains two small-group interventions: interactive writing intervention and writing-aloud intervention, and presents an example of guided reading with the same group of students at two points in time. Schools should implement a wraparound approach where struggling readers are immersed in congruent, high-quality instruction across multiple contexts that include varying degrees of teacher assistance. The chapter presents an example, in which Clara focuses on four components: read-aloud, interactive writing, independent writing with teacher conferences, and follow-up discussion. The writing-aloud intervention is designed for children who have good control of foundational knowledge about print but need more assistance in learning about the writing process. The children will gain control of emergent reading and writing behavior and be able to move on to more complex learning.
