The Power of Small Group Intervention by Ruthie Swibel
Knowledge is power. We can all get behind this axiom, and when it comes to literacy intervention, it is a guiding force. But not the only one. The other key elements are: support and community. Let’s start at the beginning. Getting a dyslexia diagnosis can be incredibly stressful, scary, and overwhelming. Most parents I speak with who have recently received a diagnosis for their child are caught in a painful swirl of blame, shame, and suffocating worry for their child’s future. This is where the healing salve of knowledge becomes critical. Science has given us great insight into the workings of the dyslexic brain, and what type of instruction it responds best to. Finding an educational provider who knows and understands the science, and implements it with empathy and compassion is a game-changer.
At Redwood Literacy, every student participates in a consultation which consists of assessments that provide a fine-grained analysis of the students spelling, reading, and comprehension levels. This data becomes the fuel that powers the beauty of small group intervention. By understanding precisely where each student is in their skill level, Redwood dyslexia practitioners take great care to form intervention groups based on skill level. What does this mean? We have some students who might need support with their reading skills, but their spelling skills are far below their reading skills and require greater levels of intervention. Some students might read fluently, but struggle with reading comprehension. Others struggle across the board with spelling, reading, and reading comprehension. By creating intervention groups based on the strengths and needs of our students, our skilled practitioners can provide highly specialized instruction that meets the needs of every child in the group.
So, the power of knowledge comes in harnessing the expertise and training of our teachers, combined with the data that pinpoints each child’s learning strengths and needs. The data we gather on our students’ progress attests to their drive, determination, and incredible progress in the small group intervention setting. Check out a few case studies to illustrate this: a current third grader who participates in Redwood small group intervention jumped from the 19% in her ability to read words to the 84% in one academic year. Her spelling went from the 21% to the 91%! A fourth grade boy who participates in Redwood small group intervention started at Redwood in the 3% in his ability to read words; in one year he jumped to the 39%.
The real magic happens in the relationships that are forged in the community of a small group. There is incredible power, energy, and motivation that students feel by working in a small group of other students who are bright, hardworking, and struggling with similar skills. Students feel seen and understood. They receive confidence from their peers to take risks and challenge themselves, all the while knowing that they are among understanding friends who will catch them when they falter. The energy and connection that sustains the dynamic of a small group also enhances students’ ability to engage and manage attention as they persist toward a common goal. We have seen our students’ self-esteem soar, as well as their self-understanding and their sense of empathy. It is the power of a community of learners who feel empowered to achieve that becomes the launching pad for Redwood students to achieve remarkable gains in their literacy skills.
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Scores are from the WIST, Word Identification and Spelling Test, a norm-referenced assessment for students ages 7-18.