Year: 2023

Education support is the process of providing assistance to students. This may include personal, financial, care, or emotional issues that affect their learning and wellbeing at school. It may also be a matter of addressing practical problems.

Individualised learning support creates relevance by connecting students’ aspirations, strengths and goals with their study. It can be conducted through group or individual meetings.

Individualised learning support

Individualised learning support aims to respond to the needs of each student, including their aspirations, strengths, and interests. It includes consultation and collaboration between teachers and students, identifying and tracking adjustments, and reviewing the impact of these adjustments. It also involves ensuring that all decisions are made in the best interest of the student.

ILPs (alternatively known as student success plans, academic and career plans, or individual career and education goals) are a new and increasingly popular strategy for supporting students’ college and career readiness. ILPs are a process and a tool, helping learners explore their post-secondary options, defining their career interests, and creating a roadmap to success.

In addition to individualised learning support, implementing inclusive education requires strengthening national frameworks to ensure that policy emphasizes inclusion and equity; training teachers in inclusive teaching practices; and reforming curriculum and assessment for accessibility. It also requires setting up funding mechanisms and providing resources to vulnerable schools and children, such as support centres, resource teachers, assistive technologies, and learning software.

Academic advising

Academic advising is the process of assisting students in a number of areas, including exploring the value of higher education, evaluating and developing educational goals, interpreting institutional policies, and referring students to appropriate student support services. It also includes evaluating progress toward established goals and monitoring academic performance. It also helps students navigate university policies, such as taking a leave of absence or studying abroad.

Academic advisors are familiar with the curriculum and requirements of their school and keep detailed records about each student they counsel. They help students choose classes for the next semester and ensure they are staying on track to graduate. They also offer support in other ways, such as recommending tutoring or office hours for students who are struggling to meet expectations. Academic advising professionals also encourage students to engage in critical reflection on their own experiences and challenges. They may also teach their advisees about a variety of theories, such as developmental approaches and Deweyian concepts of constructivism.

Communication skills

Effective communication skills are essential for any career, but they can be particularly important in an educational setting. They can help you convey your ideas clearly, and they can also enhance your interpersonal relationships. In addition, they can improve the effectiveness of your work and lead to better results.

Academic support can take many forms, including tutoring sessions, summer learning opportunities and extra-curricular activities. It may also include counseling and mentoring programs, and alternative ways of grouping and instructing students. These supports can be imposed by state or federal policies, or they may be voluntarily created to meet specific student needs.

Education support personnel are a key component of the educational system and must be recognised for their role, have the same status and rights as all education staff and enjoy working conditions consistent with this. They must be able to effectively communicate in written and verbal form, with people from different backgrounds. They should also be able to work in a variety of environments and situations.

Behaviour management

Education support staff play a critical role in student learning. They help students to be more engaged in class, and are often the first to notice when a student is struggling. They also help with administrative tasks and work to ensure that classrooms are safe and positive environments. These employees include aides, custodians, secretaries and bus drivers.

Effective behaviour management strategies can prevent classrooms from becoming disruptive places, and can make it easier for teachers to concentrate on their teaching. They may also help students with behavioural issues to be more productive in class. They may use different strategies, including rewards and discipline.

Behaviour management is an important skill for teachers, and requires sensitivity and insight into child development. Teachers should know what the underlying causes of behaviour are so that they can address them quickly and effectively. They should also be able to understand the different expectations of children at each stage, and be able to communicate these clearly to their students.

Schools are places where students learn to be part of a society. They are where they learn to challenge others and they are where they learn to communicate.

These days, schools are also where children with special needs get individualized attention. These students may be attending a private school that specializes in autism, deafness, developmental delay or physical disability.

The Purpose of School

Often people will agree on some goals for schools, but there may be a lot of disagreement on what those goals should be. For example, many students will want schools to focus heavily on getting them ready for jobs. Others will want to see schools promote empathy and tolerance of different views. Still others will want to see schools help them find passions.

One primary goal of school is preparing students for careers, and this will generally lead to high social status. A high-quality education will enable a person to obtain prestigious jobs and become involved in the community as a leader or volunteer.

Another primary goal of school is to prepare students for a lifetime of learning. If a person is not able to learn, he or she cannot progress in life. The fact is that everyone must learn. For this, school is the perfect place to be exposed to ideas that are different from ones own in a safe environment.

Learning for the Purpose of Learning

Learning for the sake of learning is a goal that can be a driving force for people in all walks of life. This can be seen in people who seek out continuing education to stay competitive in the job market, or those who work hard to develop their skills so that they can keep up with technological changes in their jobs.

Generally speaking, learning for the purpose of learning is achieved through experiential learning. This can be through a variety of course-based and non-course-based ways, such as internships, undergraduate research, service-learning, and student teaching.

Experiential learning also helps students to make connections between theories they learn in the classroom and real-world situations. This is why learning objectives traditionally begin with “The student will be able to” rather than just describing the material that will be covered. This shift towards more student-centered goals has been a key feature of the Common Core State Standards. This is a good way to make sure that students are being given the skills that they need for success after graduation.

Building Community

Schools are naturally a central part of any neighborhood. Historically, schools have been a safe place for all members of the community to access education, health services, recreation, and culture. This has helped them to foster communities of people who support and care for each other.

Research shows that students who feel a strong sense of community at school are more engaged academically. Unfortunately, many schools struggle to create this feeling of togetherness. Students of color and those from low-income families often report lower levels of community in their schools than their peers.

The key to building community is making it a core value in the school. This means promoting parent group membership, volunteer participation, and local partnerships. It also involves creating classroom community-building routines like reading aloud and allowing for teamwork to build trust and support. Lastly, it’s important to encourage teachers to collaborate and share ideas. This way, all classes are aware of what is happening from one another and can connect the work being done in different subjects.

In kindergarten children learn to work at a new pace and to follow the rules of a classroom. This helps them become open and collaborative learners.

Kindergarten students learn the alphabet, both upper and lowercase letters, and how to print them. They also practice counting objects and recognizing shapes.

Math

Developing a solid math foundation is essential for kindergarten students. This includes learning to count, recognize numbers, and identify 2-dimensional and 3-dimensional shapes. Kids also learn to compare and contrast objects and concepts.

It is important to develop a coherent system of high-quality standards, curriculum, instruction and assessment that provides children with a solid mathematical understanding. This can be done by using collaborative processes that include public school teachers, administrators and personnel from center-based and family child care programs and Head Start.

National professional standards identify big ideas that are both mathematically central and accessible to young children at their current level of understanding, such as patterns (a component of algebra). Providing opportunities for this kind of deep interaction helps kids build a strong foundation in math.

Reading

Reading skills are very important for kindergarten children. They need to know the alphabet in both lower- and upper-case and recognize stand-alone letters and letters within words. They also need to understand that written words represent spoken sounds.

Kindergartners learn that many words can be broken down into syllables and that words with similar endings often rhyme. They also work on learning sight words, which are short words that cannot be sounded out using phonics.

The teacher frequently reads aloud to the class, sharing a variety of books and other print materials with the children. She helps them connect new words and ideas to their own knowledge and experiences.

Science

Science experiments completed in kindergarten help children build academic ability from a very young age while also exploring their natural curiosity levels. Kindergarten science focuses on basic concepts such as physical and Earth sciences as well as principles of experimentation and investigation.

In physical science, children learn about the properties of materials such as color, shape, size, temperature, odor, and texture. They also explore how objects change from solid to liquid to gas.

Discover & Do experiments connect directly to the weekly reading material for a more linear progression from reading to doing. This helps students develop skills like predicting, measuring, and analyzing.

Social Studies

Social studies are subjects in which the content is focused on human beings and their interrelationships. It is different from arithmetic, which has social utility but is not centered on human interactions.

Kindergarten children are learning that they are part of a community and must follow rules to be successful members. They are gaining an understanding that other people have different opinions and must learn to accept those differences.

Developing the ability to understand and respect others’ culture and traditions helps children become global citizens. They also are learning about their own family history and heritage, helping them to appreciate their own uniqueness.

Creative Arts

Creative arts are activities that allow children to use their imaginations and creativity in a wide range of mediums. These include visual arts, music and dance.

Show wordless picture books to children and encourage them to tell the story visually. Discuss the illustrator’s materials and process choices.

Participate alongside children in planned and spontaneous movement and dance activities. Invite them to comment on, imitate and suggest movements observed.

Provide a variety of instruments for children to experiment with and play to music that features different rhythms, patterns and tempos. Demonstrate how to use these instruments for free movement. Share and play music that children’s families enjoy.

Technology

Children need to become proficient in using technology as a tool for learning. This will help them with their future studies and will be an important part of their overall development.

Teachers need to teach kids how to use the right technology in the classroom. It should complement and not interrupt children’s natural play patterns and learner-centered activities.

The best way to do that is by using child-friendly applications. It is also important to encourage students to collaborate with peers when using technology (OME, 2016). This will promote peer-to-peer respect and support social competence. It will also foster creative thinking skills and encourage students to make connections between concepts.

Reading intervention is a strategy that helps pupils who are struggling with reading. It focuses on the main concepts that a student must grasp in order to read: fluency, phonics, and comprehension.

Educators can close the gap in reading scores by training teachers on research-based methods and providing curricula that embraces evidenced-based instruction. They also need relevant content and frequent assessment.

It focuses on boosting the skills of slow readers

A significant portion of students with reading difficulties lack the skills needed to succeed in school. Providing intensive instruction is one of the most promising ways to improve these students’ outcomes.

The best intervention strategies focus on boosting the skills of slow readers, but they also must keep students engaged and motivated. This is challenging, as students can get discouraged if they’re not improving quickly.

Interventions that combine decoding and word recognition with phonics instruction and comprehension have been shown to be effective for older struggling readers in the upper elementary grades. The research on these multicomponent interventions is ongoing.

Other effective approaches include reading partnerships, which help struggling students develop positive relationships with teachers and peers. These activities can be combined with a variety of reading intervention techniques to increase student engagement and boost performance. In addition, students can practice their reading skills at home and during school transitions or breaks. These practices are essential for developing students’ silent reading fluency.

It’s a highly effective strategy

Reading intervention is an important strategy for students who are struggling in school. It can help them close the gap between themselves and their peers. It can also boost their confidence and improve their overall performance in school.

Teachers should use an evidence-based approach when designing their reading intervention strategies. They should also provide students with the necessary resources to succeed. This includes a variety of books and other instructional materials, as well as an assessment tool to monitor student progress.

In addition, a teacher should be patient with struggling students and encourage them to keep trying. Remember that every child learns at a different pace, so it can take time to become a good reader. However, if a student is determined to learn, they will eventually make progress. The key to success is to find a strategy that works best for each individual student. Then, be sure to implement it consistently and offer encouragement as needed.

It’s based on the needs of individual pupils

Developing good reading skills requires practice and a strong foundation. Students who lack these skills often fall behind their peers academically and socially. Teachers can help them catch up by using evidence-based instruction and interventions based on research. The Find What Works website provides guidance for educators, researchers and others to identify strategies, policies and programs that have been shown to improve student outcomes.

Reading intervention is a classroom-based program that provides students with reading, writing and study skills at their instructional level. It includes a variety of activities that include one-on-one instruction and guided reading. Students also participate in self-selected homework books that are matched to their instruction level.

Several inquiry school boards have said that they need more direction from the Ministry on which intervention programs to use, as well as funding for purchasing these programs. This would increase the effectiveness of their interventions and allow them to reach a greater number of students.

It’s a long-term strategy

Reading intervention strategies can be used by teachers to help students improve their literacy skills. These strategies include tutoring, reading programs, and other activities. These techniques are often based on the most recent research on how students learn to read. However, they can also be tailored to the learning style of the student. The key is to focus on the needs of the student and not be discouraged by their lack of progress.

One effective technique is to have students pair up and practice reading aloud to each other. This can help them develop their comprehension skills and boost their confidence in class. It is important to find books that are at the students’ level of difficulty. It is also helpful to find books that are interesting to the student.

Educators can implement reading instruction and intervention by using the Voyager Sopris Learning(r) curriculum. This collection of high-quality reading programs is designed to meet the unique needs of Florida Local Education Agencies (LEAs) and is available through a special grant.

Education transforms lives and breaks the cycles of poverty. Investing in children before they start school yields significant medium and long-term benefits.

Children need safe and healthy environments that nurture their positive development. They also need key relationships and opportunities to learn communication, thinking and problem-solving skills. Learning to cooperate with others is important too – and this often happens at school.

Social and emotional development

A child’s social and emotional development will affect how well they can learn. They need to feel safe and secure, have positive relationships with other children, and learn how to interact with adults. This is the foundation for lifelong learning.

Children develop social and emotional skills through consistent interactions with caregivers, such as parents and teachers. These experiences are crucial to healthy development and learning. They help children understand their emotions and develop self-control. It also helps them learn to cooperate with others and resolve conflicts.

This is called social and emotional learning (SEL). It includes the ability to experience and regulate emotions, form healthy relationships, establish goals and make responsible decisions. SEL is important for a variety of reasons, including improving school readiness, academic achievement, and long-term success in adulthood. It is often assumed that a child will develop these skills naturally, but programs that focus on SEL are being implemented from preschool to college.

Physical development

Infants and toddlers develop physically in the areas of gross-motor (large muscle movements) and fine-motor skills (small movement). They use their senses to explore their environment through sight, touch, sound, and taste.

When an infant or toddler reaches milestones such as sitting up on their own, throwing a ball, and walking with assistance they learn about balance and coordination. They also build strength and stamina that can lead to physical activities such as jumping, running, kicking, skipping, or even climbing.

Teachers need to understand children’s physical development in order to provide the best learning opportunities. For example, it is important that children can hold a pencil correctly. Research shows that children who do not have the proper motor skills will struggle academically in later grades. This is why it is so important that parents and teachers stimulate physical development in young children. They can do this by providing them with a variety of experiences such as drawing, painting, and cutting.

Language and literacy

Language and literacy are key parts of children’s education. They involve the development of skills used to communicate with others through languages (language development) and the ability to read and write (literacy development).

Children learn early language and literacy skills by listening, talking, reading and playing with adults. They also develop skills by exploring and playing with books and other written materials like magazines, newspapers, take-out menus, markers and crayons.

Educators’ language and literacy knowledge can help promote children’s learning. This includes disciplinary content knowledge about how words and letters are structured, organized and related to one another and knowledge for practice about effective classroom strategies for supporting emergent literacy learning.

Every child has the right to a quality education that will enable them to realize their full potential. Education transforms lives and breaks the cycle of poverty, yet too many children around the world are deprived of this fundamental right. Education must be free and accessible to all children.

Thinking (cognitive) skills

Thinking, or cognitive, skills help children learn. They include the abilities to understand and use information, focus and manage emotions. Children with strong cognitive skills can handle challenging learning situations.

At an early age, children begin to understand how things work. This helps them develop a sense of order and sequence in the world around them, such as knowing that lunch comes before TV time or that holidays, like Thanksgiving, happen only once a year.

A child’s ability to make these connections is a measure of his or her reasoning skill. A person’s processing speed is also a key component of cognitive thinking. Children with slower processing speeds may have trouble making decisions and remembering information. They also may find it more difficult to grasp subjects that require a lot of rule application, such as mathematics and foreign languages. This is normal and can be improved over time. Fortunately, kids practice cognitive thinking skills naturally every day as they explore, question and solve problems.

Education Support is a UK charity “dedicated to improving the mental health and wellbeing of the education workforce.” It was founded in 1877 as a benevolent fund for teachers and today supports teaching assistants, teachers, lecturers and staff in further and higher education.

Support your child’s learning by providing a healthy home environment that includes brain-boosting meals, restorative sleep and a distraction-free study space. Communicate openly and regularly with your children about their school experience.

Academic Advising

Academic advising provides students with the opportunity to explore options for their education. These advisors often have an extensive knowledge of the school’s resources, so they can provide students with appropriate referral services as needed. They are also trained to help students connect their academic experiences with life/educational/career goals/aspirations and to support them in developing, meeting, and achieving those goals/aspirations.

Until recently, many institutions and academic cultures conceived of academic advising as a prescriptive process. The idea was that advisers would tell students what to do, and the students, in turn, would follow the advice.

The prescriptive model is at odds with developmental approaches to advising, which recognize that both students and advisers learn best through goal-setting and mutual exchange of information. It can also disempower students by privileging adviser knowledge over student growth needs. Academic advising should promote a student-centered, relationship-based approach, and should respect students’ views, values and cultures. (NACADA 2017a). Students often turn to peers or family members for advising, however, and they may not be aware of the advising options available to them at the college.

Guidance Counselors

School counselors provide guidance for a student’s educational and personal life. They may be available for help with a variety of issues including bullying, drug abuse, depression or youth homelessness. They are also able to offer advice on how to overcome academic problems or achieve career goals.

A perceptive and understanding nature is key to the counseling profession. Students often open up to their counselors with personal and emotional problems that they are unable to share with their parents or teachers. This can be emotionally exhausting for new school counselors.

Individuals who are interested in becoming school counselors can complete a master’s degree in counseling. Online programs allow for flexibility in scheduling. Many schools have specializations in areas such as bullying specialist, career awareness or mental health. These specializations can give a school counselor a competitive edge in the job market. They can also earn additional certifications in specific subjects. This will demonstrate a higher level of expertise to employers.

ESL Specialists

ESL specialists provide educational support for students who have primary language competence in English but need to build their fluency in the language. They work with a range of student groups, including high school and college students who want to gain employment in the United States or for other reasons.

Often, these professionals are familiar not only with the ESOL standards of their state but also with those of the language arts and other content areas. They collaborate with classroom teachers on a regular basis to improve student learning, as well as assisting in the preparation of professional development opportunities for educators.

Several of the themes that emerged in administrators’ responses to this content analysis included improving the collaboration between ESL teachers and mainstream classroom teachers. In some cases, the need to address this issue may be the most important aspect of an ESOL administrator’s job. In addition, ESOL specialists are often responsible for providing testing accommodations during district-wide and state standardized tests.

Library and Media Services

School library media specialists are teachers, leaders, information specialists, collaborative partners and program administrators. They are the heart of the school and play a critical role in developing students as tech-savvy, independent lifelong learners.

They promote and support inquiry and research in all content areas to develop students who are college, career, and “life” ready. They are also the “digital content brokers” weaving technology and online resources throughout curriculum and instruction, modeling and supporting 21st century learning skills.

Library and media services offer a wide variety of educational resources to help students become information literate people who know how knowledge is organized, can find what they are looking for when they need it and understand that information should be sourced appropriately and ethically. The IU13 IMS program offers a variety of professional development programs to meet the needs of district staff including librarians, media specialists, and technology coordinators/integrators. These meetings are offered on a monthly basis and are facilitated by IMS staff.

School is where children and teens learn, socialize, and grow. But what makes a good school?

Schools come in many forms. They can be primary, secondary, or university colleges. They can also be grammar schools or even trade schools. They may be public or private, secular or religious. They can even be online.

Education

Education is crucial for the development of individuals and the growth of a society. It helps people interpret their environment and understand their rights, and it also improves their overall health. People who have an education are better able to take care of their health and recognize when they need medical attention. They can also analyze information based on its credibility and recognize the effects of a particular situation on their mental health.

Schools play a key role in social cohesion, and they can create a sense of community among students. This is especially true in public schools, which serve a diverse population. In addition, they are a vital resource in times of crisis.

Teaching is a complex process that requires specialized training. As a result, the earliest teacher preparation programs were called normal schools, after the French term ecole normale. These schools emphasized teaching methods and curriculum. Later, teaching became a disciplined practice that was heavily influenced by the philosophy of education and the political economy of society.

Socialization

Schools are considered as one of the most important agents in the process of socialization, the adoption of behaviours and attitudes that form an individual’s identity and culture. Children spend a significant portion of their lives at school and are thus exposed to a wide variety of social norms, values, and beliefs. In addition, students often adopt and imitate the behaviours of their peers at school.

Thick socialization refers to the formation of a student’s self-image and role through teaching, mentoring and modelling. This involves the development of specific values and skills for life such as respect, cooperation and understanding.

In terms of racial socialization, it is important that schools prioritize the psychological, social and academic wellbeing of their students. This means that they need to promote messages that resist traditional white supremacist values and engage in intentional, critical race and racism conscious dialogue. They must also consider the importance of incorporating students’ own ideas into school policies.

Community building

Having a strong sense of community in school can help students to feel like they belong. This feeling is important for their emotional well-being and learning. Schools can encourage a sense of community by creating small groups in which students can interact and share interests with others. These activities can include team-building games, classroom discussions, and projects.

School leaders should set the tone for a community culture by encouraging participation and being receptive to new ideas from staff and parents. They should also lead by example by participating in school-wide activities.

School-wide community building activities can help build relationships between students, parents, and teachers and create new school traditions. They can be as simple as holding Family Film Nights, where families can come to school to watch a movie and discuss the questions that it raises. Or they can be as complex as inviting families to participate in a Heritage Museum, where they prepare displays of artifacts and information about their family histories.

Development

School environments offer young people a unique opportunity to learn about themselves and others, and to grow in ways that help them make better choices as adults. These developmental lessons are especially important for students from low-income backgrounds. Adversity-whether poverty, housing and food insecurity, abuse, or neglect-produces toxic stress that interferes with learning and behavior. Schools that are willing to address these challenges may be able to increase student achievement and improve the overall quality of education.

External forces and internal realities shape the nature of social mandates for school change. For example, political pressure to produce politically palatable reforms often results in solutions that are largely symbolic and do not attack root causes of problems. These solutions can provide psychic satisfaction to policy-makers and the public, but do little to change the status quo.

To be sustained, community schools need broader district buy-in, cross-sector systems that promote collaboration, and strategic partnerships. A forthcoming Stages of Development Tool will guide districts as they design these community school systems and support schools as they move toward transformation.

Kindergarten is your child’s first formal experience learning social, problem-solving, and literacy skills in a group setting without the help of mom or dad. Choose a program that fosters your child’s interest in learning by making it fun.

Young children are naturally curious about their surroundings and the world around them. Help them develop their natural interests by engaging in hands-on science activities.

Social and Emotional Development

While academic learning is important for children, social-emotional development is equally crucial. It refers to a child’s ability to enjoy interactions with others, make and keep friends, express a variety of emotions in healthy ways, and be curious about people, places and things around her.

When kindergarten students enter the classroom, teachers begin introducing expectations that build on children’s experiences in preschool and earlier childhood, such as independently attending to personal needs, following a regular schedule and taking turns playing with other children. They also learn to communicate in a group.

In addition, kindergarten classrooms often feature different ‘areas’ where children are able to choose from a variety of learning opportunities, such as water play and a reading corner. This helps them feel a sense of autonomy and control. Social-emotional skills are critical for young children, as they help them to manage their behavior and self-regulate emotions in school and other social environments. They are also necessary for building a strong foundation for lifelong learning.

Language Development

Many children come to kindergarten with varying degrees of oral language skills. This includes the ability to speak in full sentences, follow oral directions and understand what they are being told. It also enables them to express themselves, share their feelings and retell stories in detail.

It is important to remember that there is a link between children’s oral language development and their literacy skills later in life. This means that successful language development is an essential part of a child’s learning and their achievement in school.

Oral language development in kindergarten is usually facilitated by having students participate in group activities, such as show-and-tell and answering questions in class. It can also be encouraged by introducing new vocabulary words and using descriptive activities to expand the children’s word banks. For example, a teacher might ask the children to describe an object by saying “it’s red and shiny with smooth skin.” This can encourage a lot of talk and help develop the children’s vocabulary.

Cognitive Development

Cognitive development in kindergarten is a time when children begin to understand the world around them. They become able to categorize, sort and group objects. They recognize numbers and can count simple objects, such as beads or pom-poms. They are also able to understand and follow multi-step directions.

They are able to distinguish between fact and fiction and they can make inferences and hypotheses. They are in the pre-operational stage of thinking, which means that they think logically but their thoughts are limited to real (concrete) things.

Research has shown that growth in domain-general executive functions (working memory and attention control) predicts growth in emergent literacy and numeracy skills in kindergarten. This is true even after controlling for initial levels of these domain-specific skills. This confirms prior research suggesting that children’s domain-general executive function abilities are predictive of academic achievement.

Physical Development

A child’s physical development involves the advancement and refinement of his or her motor skills, including gross (large muscle) and fine (small muscle) skills. Gross motor development includes movements such as standing, jumping, running and climbing. Fine motor development enables children to pick up small items, hold a pencil and thread beads.

Physical play encourages a child’s cognitive development as he or she learns to set aims for themselves in a variety of activities. This is particularly true of creative play with materials such as water, sand, clay and paint e.g. aiming to pour, measure and mould the materials in ways that promote their sensory properties such as the feel of the texture or the sound of them when they are being poured.

Running and jumping on Nature Kindergarten’s varied terrain makes children more supple and flexible and teaches them to adapt their movements in order to avoid injury – abilities that will serve them well throughout their lives.

Reading intervention is the process of helping a student who has trouble reading. Students who require this help are usually recommended to a specialist by their regular teacher.

Teaching reading comprehension strategies is an effective way to improve students’ skills. This includes monitoring their understanding during reading, reviewing difficult concepts after a passage and encoding key details into long-term memory.

Individualized Instruction

In reading intervention, individualized instruction refers to the tailoring of lessons and classroom learning activities based on students’ individual skills and needs. Individualized instruction is a component of several different approaches to teaching and improving literacy skills, including multisensory techniques, explicit systematic instruction, and phonics-based strategies.

Typically, teachers use a combination of flexible grouping and individualized instruction to meet the needs of all students in their class. Flexible grouping focuses on groups that are closely matched by abilities, allowing students to move within the group as needed. Individualized instruction focuses on the student’s specific reading skills and needs, with teachers using computer-generated suggestions to aid planning and professional development.

Two key goals of the Reading Recovery approach are acceleration of each child’s literacy learning and identification of those students who need ongoing specialist evaluation and intervention. Reading Recovery lessons are taught one-to-one, and the one-on-one interaction allows for the collection of rich diagnostic information that benefits students and teachers.

Phonics

Reading intervention provides extra individualized attention and support to students who are struggling with their reading skills. These students are often identified by their teachers or reading specialist as needing supplemental instruction outside of their classroom. They are often also identified by standardized tests, district local assessments and individual screenings.

This intervention approach focuses on teaching reading strategies that improve word recognition, phonics and comprehension. Students are taught how to decode words by sounding them out and combining or blending the sounds with written spelling patterns, or graphemes.

Young children must master phonics — the mapping of speech sounds to alphabet letters and symbols — before they can become accomplished readers. Reading interventions include a variety of phonics activities that help students hone their spelling skills, sort words by syllables, and read multisyllabic words. One of the most important phonics skills is learning to differentiate between long and short vowel sounds. This takes time to master because the differences are subtle.

Reading Comprehension

Comprehension is an essential reading skill if students are to learn from the text they read and if they are to enjoy what they read. However, comprehension is difficult to teach and it takes time to develop.

One reading intervention that focuses on comprehension is Lexia Core 5. This computer-based program provides instruction in phonics, decoding and word reading; reading fluency; and reading comprehension from pre-Kindergarten to Grade 5. The program uses web-based and offline materials to support student learning.

School boards determine which interventions to use, in what grades and how to select students for the program. Many schools have several commercial programs and a number of board-developed reading interventions. The inquiry heard that school boards need more direction from the Ministry on which programs to use and how to implement them in their schools, especially how to make sure they are evidence-based. This will help them maximize the effectiveness of their program and provide savings based on economies of scale.

Vocabulary

Vocabulary is one of the most important pillars of reading intervention. Research demonstrates that students with strong vocabulary skills have more advanced reading comprehension abilities than their peers who do not.

Children who grow up in literate homes often come to school with oral vocabularies that are many times larger than their classmates. This gap increases with each grade level and is one reason why vocabulary instruction is crucial in Reading intervention.

While most of the time, students learn vocabulary by simply reading and talking about texts, some vocabulary must be directly taught. This is especially true for difficult words that are not found in students’ everyday experiences and that may be unfamiliar to them (i.e., Tier 2 words).

One of the most effective and engaging ways to teach vocabulary is by using flashcards. To make it fun, have your students draw an image for each word on the front and then write the definition on the back. This activity will keep your students engaged and motivated to continue building their vocabulary.

Children who have access to quality education are more likely to graduate from high school, get a job, break the cycle of poverty and lead a healthy lifestyle. Education transforms lives and breaks down barriers that hold back many children.

Teaching young children to read means teaching them to decipher written language and understand its structure. It involves learning how to match sounds with letters (phonics) and building strong math skills.

Social Development

Social development focuses on children’s relationships with adults and other children. Healthy social development enables them to build positive relationships that promote learning and improve their health and well-being 1.

For example, when a child learns to play cooperatively with their peers and respect the feelings of others, it helps them to develop good interpersonal skills, which may lead to better academic performance. This type of learning is called social-emotional development.

High-quality education transforms lives and breaks the cycle of poverty, but for many OOSC in the developing world, access to quality schools remains out of reach. Educate A Child supports education projects that adapt to local needs, reaching and engaging the most hard-to-reach OOSC despite barriers like poverty, discrimination, conflict, challenging geographies and climate change.

Emotional Development

Children grow quickly and record many milestones in motor, speech-language, cognitive, and social and emotional development. It is often social and emotional development that is the most visible to parents, teachers, and caregivers because it includes the building of healthy relationships with others.

These relationships help children to explore the world, experience new things, and feel supported as they learn. Having good emotional skills helps to promote positive attitudes toward learning and enables children to be self-motivated and self-disciplined in their work. This also allows them to develop and use coping strategies in stressful situations. Children who have good social and emotional competence can make healthy decisions about their lives and are able to take other people’s emotions, cultures, and perspectives into consideration.1

Physical Development

The development of children’s physical health, movement, and strength is central to their learning in all areas. An infant rolling over and crawling increases their access to the world around them; a preschooler jumping in puddles expands their exploration of physics; and a school-age child playing a team sport expands social connections.

Perceptual, motor, and physical development consists of four elements: perception; gross motor; fine motor; and health, safety, and nutrition.

Infants build small-muscle (fine) skills when they grasp toys with their fingers and hands. This enables them to point at objects and gesture as they learn to communicate with others. As they become toddlers, their fine motor skills enable them to scribble with crayon and develop hand-eye coordination. As they grow, they use their fine motor skills to cut with safety scissors and put together puzzles.

Language and Literacy Development

Children’s language development is crucial for learning, socialising and thinking. Developing early literacy skills is also vital and prepares children for future academic success.

Several studies have demonstrated that young DLL catch up to monolingual peers in the phonetic inventories of their two languages over time, and that DLL preschoolers have two separate grammatical systems as indicated by their ability to distinguish subject realization when one of their languages does not require an explicit subject, while their other language does (e.g., Spanish and Italian; Catalan).

Literacy studies have examined phonological awareness, emergent literacy, and reading in DLL children as well as the influence of home and family on these outcomes. Studies have also investigated differences between sequential and simultaneous learners, and between younger and older children.

Thinking (Cognitive) Development

The development of children’s thinking is an essential part of education. The way kids think can influence the decisions they make and their ability to interpret life situations.

According to Piaget’s theory of cognitive development, intelligence grows through four stages. Piaget was the first to recognise that intellectual development is not just a quantitative process; it also involves qualitative changes in the way children think.

Children in the sensorimotor stage learn through simple observations and hands-on activities. They can distinguish between objects of the same size and use basic logic, but struggle with abstract concepts and egocentrism. Kids in the preoperational stage learn to represent objects symbolically and engage in simple pretend play. They can also engage in basic perspective-taking and relate a representation of someone else’s perceptual viewpoint to their own.