A Comprehensive Intervention Model for Preventing Reading Failure: A Response to Intervention Process

Why do some children have difficulty in reading and others do not? We know that good readers use more effective strategies than poor readers . We also know that many problems can arise in the strategic processing of texts . Some students might not possess the necessary background or strategies for solving problems . Or, if they do, they might not understand when to employ the strategy that leads to the most efficient solution . With poor readers, their planning actions might be disorganized, a result of unthinking reactions to the text that could be camouflaged by accurate responses . Some struggling readers might achieve the reading goal by luck or circumstance yet lack the problem-solving strategies to accomplish the goal with efficiency . This is in contrast to strategic readers who make deliberate and intentional choices that are spontaneously monitored by their desire to comprehend the message . Strategic-based interventions, such as Reading Recovery, have shown that struggling readers can acquire efficient strategies for monitoring their comprehension, thus reversing their reading failure (Clay, 1998, 2005) .