Analysis of the Leveled Literacy Intervention System
The Leveled Literacy Intervention system (LLI) created by Fountas and Pinnell (2009) has several different aspects to support literacy development, most notably lesson plans and leveled books to support students independent reading as well as instructional reading. However, when considering using this intervention with students with learning disabilities (LD) it is important to look at the strengths and weaknesses.
The small group design of LLI is an asset when using this intervention with LD students. Vaughn and Wanzek (2014) highlight that students with a reading disability make greater gains when receiving instruction and support in small groups. Vaughn and Wanzek (2014) suggest that small groups work better as there is a greater chance that students will be on task and engaged, which are two important predictors of learning. Conversely, the fast pace in which the intervention is implemented could be a disadvantage for some …show more content…
When interviewed educators felt that they had a clear understanding of how to implement the intervention. In addition, and perhaps more importantly the educators felt the training increased their understanding of the importance of comprehension skills and felt that this intervention improved their general reading instruction, practice (Kaldon et al., 2017a, Kaldon et al., 2017b, Ransford-Kaldon et al., 2010, Ransford-Kaldon et al, 2013). This is a strength of this intervention for students with a learning disability as Vaughn and Wanzek (2014) highlight that the quality of instruction leads to greater gains than the quantity of reading instruction. Therefore, although LLI is a short-term intervention the fact that educators feel confident in their understanding of reading concepts and instruction abilities suggest that this intervention will be
The Leveled Literacy Intervention system (LLI) created by Fountas and Pinnell (2009) has several different aspects to support literacy development, most notably lesson plans and leveled books to support students independent reading as well as instructional reading. However, when considering using this intervention with students with learning disabilities (LD) it is important to look at the strengths and weaknesses.
The small group design of LLI is an asset when using this intervention with LD students. Vaughn and Wanzek (2014) highlight that students with a reading disability make greater gains when receiving instruction and support in small groups. Vaughn and Wanzek (2014) suggest that small groups work better as there is a greater chance that students will be on task and engaged, which are two important predictors of learning. Conversely, the fast pace in which the intervention is implemented could be a disadvantage for some …show more content…
When interviewed educators felt that they had a clear understanding of how to implement the intervention. In addition, and perhaps more importantly the educators felt the training increased their understanding of the importance of comprehension skills and felt that this intervention improved their general reading instruction, practice (Kaldon et al., 2017a, Kaldon et al., 2017b, Ransford-Kaldon et al., 2010, Ransford-Kaldon et al, 2013). This is a strength of this intervention for students with a learning disability as Vaughn and Wanzek (2014) highlight that the quality of instruction leads to greater gains than the quantity of reading instruction. Therefore, although LLI is a short-term intervention the fact that educators feel confident in their understanding of reading concepts and instruction abilities suggest that this intervention will be