The Comprehensive Intervention Model

Nurturing Self-Regulated Readers Through Responsive Teaching

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The Comprehensive Intervention Model: Fostering Self-Regulated Readers Through Responsive Teaching by Linda Dorn, Carla Soffos, and Adria Klein introduces educators to an innovative intervention model that puts theory to practice then gives that practice a framework. When implemented with fidelity, the framework has the potential to close the gap between low-progress readers and their grade-level peers.

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Description

The Comprehensive Intervention Model (CIM) organizes essential educational theory and effective instructional practices under a complete, layered intervention model. CIM includes an all-inclusive sweep across multiple literacy components that correlate perfectly with the original, but often misconstrued, intent behind the Response to Intervention (RTI) movement. This well-researched and practical resource begins by laying the theoretical foundation for its methodology before describing its multitiered system of instruction across a range of components. The book concludes with a collection of examples that show the model in action.

The CIM framework includes
 

  • high-quality, differentiated classroom instruction,
  • a portfolio of evidence-based interventions,
  • a seamless assessment system at an individual and system level, and
  • school-embedded professional learning for increasing teacher efficacy and building capacity in schools.

Beyond boxed programs and quick-fix options, the authors outline and advocate for an intervention approach that includes a commitment to systemic reflection, teacher development, precise assessments, and data-driven, responsive instruction—all centering on student needs.
 
The Comprehensive Intervention Model Resource Manual provides administrators, coaches, and teachers with the tools needed to implement the CIM with fidelity including planners, guide sheets, observation forms, data collection forms, phonics and word learning guides, and more. Use these two books together to support a Response to Intervention (RTI) method for closing the gap between low-progress readers and their grade-level peers.

About the Author(s)

Linda Dorn, who passed away in September, 2019, was a professor of reading education at the University of Arkansas at Little Rock, where she directed the UALR Center for Literacy. She taught graduate classes in literacy theory, research, classroom practice, and literacy leadership, and had twenty-seven years of experience in education, including teaching at the elementary, intermediate, and college levels.

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Carla is a literacy specialist with the Arkansas Department of Education. She has twenty-one years of experience in education, including teaching in the primary grades and literacy coaching.

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Adria Klein, Ph.D., is a CIM/CLM Trainer and Director of the Comprehensive Literacy Center at Saint Mary’s College of California. She has her Ph.D. from the University of New Mexico in Reading and ESL. She is the author of numerous professional books and articles, as well as children’s books.

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Table of Contents

CIM Professional Book TOC
Video Table of Contents
Preface
Acknowledgments
Introduction
Chapter 1   Learning to Read Is a Complex Process
Chapter 2   A Multitiered System of Comprehensive Interventions
Chapter 3   A Comprehensive Assessment and Intervention System
Chapter 4   Teaching for Alignment, Congruency, and Transfer
Chapter 5   Assisted Writing for Increasing Reading Power
Chapter 6   Guided Reading Plus for Assembling a Processing System
Chapter 7   Learning About Letters, Sounds, and Words
Chapter 8   Comprehension Focus Group for Increasing Comprehension Power
Chapter 9   Strategic Processing Intervention for Students with Reading Disabilities
Chapter 10  Implementing the Comprehensive Intervention Model for Literacy Improvement
References
Index

CIM Resource Manual TOC
Chapter 1: Learning to Read Is a Complex Process
Resource A.1. Literacy Processing Continuum of Change over Time in Reading Behaviors
of Emergent to Beyond Transitional Readers: Reading Multiple Types of Text
Chapter 2: A Multitiered System of Comprehensive Interventions
Resource B.1. Environmental Scale for Assessing Implementation Levels (ESAIL)
Resource B.2. Comprehensive Intervention Model (CIM) Portfolio of Interventions
Resource B.3. Planner for Targeted Interventions
Resource B.4. Response to Intervention Planner for Aligning and Layering Interventions
Chapter 3: A Comprehensive Assessment and Intervention System
Resource C.1a. AIM Lines for Grade One
Resource C.1b. AIM Lines for Grade Two
Resource C.1c. AIM Lines for Grade Three
Resource C.1d. AIM Lines for Grade Four
Resource C.2. Assessment Forms for Letter Identification, Sounds, and Handwriting
Resource C.3. Assessment Form for Beginning Blends and Digraphs Student Form
Resource C.3a. Assessment Form for Beginning Blends and Digraphs Student Form
Resource C.4a. Emergent Reading Behaviors Checklist
Resource C.4b. Beginning Early Reading Processing Behaviors Checklist
Resource C.4c. Late Early Reading Processing Behaviors Checklist
Resource C.4d. Transitional Reading Processing Behaviors Checklist
Resource C.4e. Beyond Transitional Processing Behaviors Checklist
Resource C.5a. Comprehension Guide for Fiction Text
Resource C.5b. Comprehension Guide for Nonfiction Text
Resource C.6a Writing About Reading for Emergent Intervention Checklist
Resource C.6b Writing About Reading for Beginning Early Intervention Checklist
Resource C.6c Writing About Reading for Late Early Intervention Checklist
Resource C.6d Writing About Reading for Transitional Intervention Checklist
Resource C.7a Emergent Writing Behaviors Checklist Kindergarten
Resource C.7b Beginning Early Writing Behaviors Checklist First Grade
Resource C.7c Late Early Writing Behaviors Checklist Second Grade
Resource C.7d Transitional Writing Behaviors Checklist Third Grade
Resource C.8. Recording Sheet for Guided Reading Plus Word Study
Resource C.9. Conference Form for Recording Notes During Reading Conferences of
Guided Reading Plus Intervention
Resource C.10a Observation Protocol: Comprehension Focus Group Intervention
Resource C.10b Observation Protocol: Guided Reading Plus Intervention
Resource C.10c Observation Protocol: Interactive Writing Intervention
Resource C.10d Observation Protocol: Writing Aloud Intervention
Resource C.10e Observation Protocol: Language Phase Intervention
Resource C.10f Observation Protocol: Strategic Processing Intervention
Chapter 4: Teaching for Alignment, Congruency, and Transfer
Resource D.1. Lesson Planner for Language Phase of Interventions
Resource D.2. Guide Sheet for Language Phase
Resource D.3a. Kindergarten Scoring Guide for Writing Proficiency
Resource D.3b. First-Grade Scoring Guide for Writing Proficiency
Resource D.3c. Second-Grade Scoring Guide for Writing Proficiency
Resource D.3d. Third-Grade Scoring Guide for Writing Proficiency
Chapter 5: Assisted Writing for Increasing Reading Power
Resource E.1. Lesson Planner for Interactive Writing Intervention
Resource E.2. Guide Sheet for Interactive Writing Intervention
Resource E.3. Lesson Planner for Writing Aloud Intervention
Resource E.4. Guide Sheet for Writing Aloud Intervention
Chapter 6: Guided Reading Plus for Assembling a Processing System
Resource F.1. Lesson Planner for Guided Reading Plus Intervention
Resource F.2. Guide Sheet for Guided Reading Plus Intervention
Resource F.3. Chart of Spelling Patterns
Chapter 7: Learning About Letters, Sounds, and Words
Resource G.1. Change over Time in the Development of Phonological and Phonemic
Systems
Resource G.2. Language for Describing the Path of Movement for Learning Letters
Resource G.3. Instructional Activities Aligned with Phonological and Orthographic
Language Continuum
Chapter 8: Comprehension Focus Group for Increasing Comprehension Power
Resource H.1. Lesson Planner for Comprehension Focus Group Intervention
Resource H.2. Guide Sheet for Comprehension Focus Group Intervention
Resource H.3. Teaching for Strategic Activity and Transfer Across Language Systems
Chapter 9: Strategic Processing Intervention for Students with Reading Disabilities
Resource I.1. Lesson Planner for Strategic Processing Intervention
Resource I.2. Guide Sheet for Strategic Processing Intervention
Chapter 10: Implementing the Comprehensive Intervention Model for Literacy Improvement
Resource J.1. Continuum of Change as Influenced by Professional Development in the CIM
Portfolio of Interventions
Resource K.1a ABC Chart
Resource K.1b Blends and Digraphs Chart
Resource K.1c Long-Vowel Patterns Chart
Resource K.2a Personal Narrative Text Map and Writing Guide
Resource K.2b Narrative Story Text Map and Writing Guide
Resource K.2c Expository Sequential Text Map and Writing Guide (How-To Instructions or
Recipes)
Resource K.2d Expository Sequential Text Map and Writing Guide (Sequence)
Resource K.2e Expository Descriptive Text Map and Writing Guide
Resource K.2f Persuasive Text Map and Writing Guide
Resource K.2g Writing Checklist for Grades 1–2
Resource K.2h Writing Checklist for Grades 3–4
Resource K.3. Collaborative Goal Sheet

Resources

Product Details

Grades: K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Media: Book-208pp/paper and Manual-176pp/paper
Published: 09/2021
Item No: 1475
ISBN: 978-1-62531-475-8
Publisher: Stenhouse Publishers

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