In the context of structured literacy, how is “intervention” defined?

The term "intervention" in the context of structured literacy specifically refers to targeted support that is designed to meet the needs of struggling students. This type of intervention is structured and systematic, often involving specific strategies and approaches aimed at helping those who are not meeting grade-level expectations or are at risk of falling behind.

Targeted support may include tailored instruction that focuses on areas such as phonemic awareness, decoding skills, or comprehension strategies, ensuring that the assistance is relevant to the individual challenges a student faces. The goal of such intervention is to accelerate learning and build foundational skills that are necessary for literacy development.

In contrast, general support given to all students does not specifically address the unique needs of those who are struggling, while unstructured help during recess lacks the focused approach that is characteristic of effective interventions. A mandatory program for all learners does not differentiate between those who require additional assistance and those who are already meeting benchmarks, which dilutes the effectiveness of the intervention aimed at specific challenges.