Intensive instructional delivery that is designed for students with learning difficulties has the following characteristics.
1. It is explicit:
Explicit instruction is overt teaching of steps or processes to complete a learning task. Explicit instruction includes teacher presentation, teacher modeling, and demonstration so that students are able to do what is expected and generalize a task (Vaughn, Wanzek, Murray, & Roberts, 2012).
2. It is systematic:
Systematic instruction breaks complex skills into smaller, manageable “chunks” that are sequenced from easy to difficult. The instruction is scaffolded to control the level of difficulty (Vaughn, Wanzek, Murray, & Roberts, 2012).
3. It provides frequent feedback:
Increased engagement coupled with repeated practice and frequent feedback, in a back and forth exchange, can accelerate learning for struggling students. Providing many opportunities to respond and receive feedback can help teachers monitor student understanding and can help students refine and master new skills (Hattie & Kimberley, 2007; Vaughn et al., 2000).
Resources
Intensive Intervention Toolkit–Examples for teachers to intensify math and reading instruction.
Intensive Intervention Toolkit–Examples for teachers to intensify math and reading instruction.
References
Hattie, J., &., Gersten, R., & Chard, D. J. (2000). The underlying message in LD intervention research: Findings from research syntheses.
Timperley, H., Vaughn, E., Exceptional Children, 67, 99–114.(2007). The power of feedback. Review of Educational Research, 77, 81–112.
Vaughn, S., Wanzek, J., Murray, C. S., Roberts, G. (2012). Intensive interventions for students struggling in reading and mathematics: A practice guide. Portsmouth, NH: RMC Research Corporation, Center on Instruction.
