Implementing CIM to Nurture Every Reader

I respond to honestly that I have not yet heard of it and attempt my best to tailor my experience to their needs. The first thing I do is begin my research about this structure when I get home from that interview.

The Comprehensive Intervention Model: Supporting Self-Regulated Readers Through Responsive Teaching By Linda Dorn, Carla Soffos and Adria Klein( Stenhouse, 2021– Discover more).

Fast forward to the present.

While desperately looking for a teaching position for the year, I score an interview with the school where I now work. They start discussing that their intervention structure is based upon the work of Dorn and Saffos and ask what my experience with the Comprehensive Intervention Model (CIM) is.

As I browsed the tabulation of the book itself, my enjoyment continued to grow. Chapter 4: “Teaching for Alignment, Congruency, and Transfer” has actually been a substantial focus in my structure and district this year so I couldnt wait to see what brand-new insights were used.

Beginning with the Ending.

At our regular monthly reading professional conferences, my learning continued and by my 2nd year as a reading professional, I started finding out about a brand-new book by Dorn and Saffos. Many of the conversations focused on how the brand-new book would have the ability to better help us in our execution of Comprehension Focus Groups (CFGs).

Evaluated by Beth Hassinger.

In the intro the authors recommend readers to start at Chapter 10: “Implementing the Comprehensive Intervention Model for Literacy Improvement.” While I have familiarity with the CIM structure and thought about starting at Chapter 1, I desired the experience the authors advised. It was a great decision.

This is where I first learned that the Comprehensive Intervention Model “provides a theoretical structure for lining up instructional assistance for low-progress readers across classroom and additional settings, while purposefully teaching for the transfer of knowledge and techniques for different functions and on various tasks.”.

As a part of that training nearly a decade earlier, I got the book Interventions That Work: A Comprehensive Intervention Model for Preventing Reading Failure in Grades K-3.

Tearing off the cellophane, I went first to the Resource Manual that accompanies The Comprehensive Intervention Model: Nurturing Self-Regulated Readers Through Responsive Teaching (Stenhouse, 2021) What a treasure trove of products. Each resource is referenced within the book.

Four days later on the school extends a deal of work. Two days after that, Im going to a training to get a crash course in the CIM structure.

The resource manual provides a continuum of behaviors that alter with time, assessments for diagnostic usage and/or development tracking, lists for reading and writing habits, lesson plan forms, therefore a lot more. (See a total list here.).

Its late summer season of 2013 and a brand-new academic year is on the horizon.

Some years later on, my anticipation for reading this book came full circle at another training session. We were learning more about the application of the language stage when we heard the book would quickly to be published. It also came with the unfortunate news about the passing of Linda Dorn.

Chapter 10 starts with the 10 Principles of CIM Professional Development Design

Specifically, there were lots of things here that I have learnt more about in the book Shifting the Balance by Burkins and Yates (Stenhouse, 2021) and likewise in Nell Dukes article for ILA, “The Science of Reading Progresses: Communicating Advances Beyond the Simple View of Reading” (May 7, 2021).

Throughout the book, there is a constant message that reading interventionists are studying ideal along with classroom teachers to produce a sense of duty for all students through collaboration and reflection. For this design to work, you need to be ready to buy instructors understanding of literacy instruction.

Worries and Wishes.

While some language in the book feels a bit dated, terms change rapidly and Dorns unforeseen death in 2019, two years before the book was released, may represent a missing last “refurbish.” My desire is that teachers dedicated to the efficient teaching of reading dont mark down the value of this extensive book and its companion guide. This set ought to be considered a vital resource for all of us devoted to checking out success for each trainee.


It focuses on the intervention understood as Strategic Processing Intervention (SPI). This is an intervention for those students who are struggling the most. All these interventions rely on using the language stage.

After looping through Chapter 10, I returned to the start, Chapters 1-4 supply theory, outline the interventions that belong of the structure, and discuss the role of assessment both in identifying needs and notifying guideline. Chapter 4 is totally committed to curriculum alignment and teaching to transfer students out of intervention and back into the class.

Tearing off the cellophane, I went first to the Resource Manual that accompanies The Comprehensive Intervention Model: Nurturing Self-Regulated Readers Through Responsive Teaching (Stenhouse, 2021) What a treasure chest of products. Chapters 5-9 go in depth on each intervention. For the youngest of readers simply starting their literacy journey, chapter 5 is about the helped writing intervention. Chapter 6 discusses the intervention Guided Reading Plus. It focuses on the intervention known as Strategic Processing Intervention (SPI).

Beth Hassinger works as a reading expert at a K-5 building in a residential area North of Chicago, IL. Having not read much as a kid, she is continually looking for methods to engage readers and invite them to see the marvel reading is.

As the reading wars continue to rage and the pendulum swings, I stress that this book will not get the attention that it is worthy of since people will believe that its just another well balanced literacy book. Its much more than that.

Chapters 5-9 go in depth on each intervention. For the youngest of readers simply starting their literacy journey, chapter 5 has to do with the assisted writing intervention. You will check out the literacy theory that supports each of the phases that students progress through throughout each lesson.

In Spokane Public Schools, Washington, one significant outcome of executing this structure was: “For the very first time in the history of the district, 205 LD trainees were ceased from special education services since they had actually reached grade-level standards of literacy.”.

As a qualified reading recovery teacher, I am not amazed as CIM utilizes a possessions based approach instead of a deficiency based approach. What is unexpected is that you do not frequently hear school districts having the ability to say that they can discontinue students from unique education. This is something that every school district ought to be pursuing.

After detailing the concepts, the authors provide case research studies from five school districts throughout the country detailing parts of their implementation and their outcomes.

Despite the fact that my current district is moving far from using the CIM interventions, I was advised this framework is intertwined so much within our professional advancement practices. It is my hope that we will continue to follow the framework and one day we will go back to using the interventions.

There and Back Again.

Chapter 6 discusses the intervention Guided Reading Plus. If you have taught directed reading, you will find a great deal of resemblances to what you do in a directed reading group. Chapter 7 focuses on phonemic awareness and phonics direction. While checking out the book, I found lots of information that matched with my developing understanding of the science of reading.

In spite of all we may believe as we deal with todays tough difficulties, “an instructors moral purpose is assisted by students requirements; therefore, change agency drives us to develop better strategies for accomplishing moral goals.” (Dorn & & Layton 2016, p. 9).

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