The Power of Early Intervention: Investing in a Child’s Future

Early intervention in dyslexia is not merely beneficial; it is a critical investment in a child’s future. Research consistently demonstrates that addressing dyslexia in its early stages leads to significantly better outcomes than attempting to remediate the condition later. This is primarily because early intervention aligns with the brain’s optimal development for reading acquisition. Reading is a learned skill, and early exposure to print allows the brain to establish the neural pathways necessary for automatic reading. By intervening early, we optimize a child’s access to print during a crucial developmental window, setting the stage for literacy success.

Every child deserves a champion: an adult who will never give up on them, who understands the power of connection and insists they become the best they can possibly be

Rita Pierson

The effectiveness of early intervention compared to later remediation is striking. Studies have shown that interventions delivered in the first and second grades are almost twice as effective as those in the third grade. If intervention is delayed until after the third grade, the likelihood of a child experiencing reading and writing difficulties into high school rises dramatically. This highlights that remediation is demonstrably less effective than early support. Furthermore, early intervention prevents a widening learning gap, making it easier to address and remediate difficulties before they become entrenched. As Torgesen (1998) aptly stated, it is crucial to “catch children before they fail.”

Beyond academic gains, early intervention offers profound social-emotional benefits. Children who struggle with reading while their peers succeed may develop anxiety, decreased self-esteem, and diminished motivation. Early intervention can mitigate these negative emotional consequences, fostering a positive learning environment and preserving a child’s confidence. In some cases, early intervention may even prevent the full manifestation of dyslexia by targeting foundational literacy skills, such as letter knowledge and phonemic awareness, before more complex reading difficulties develop.

The goal of early childhood education should be to activate the child’s own natural desire to learn.

Maria Montessori

Early intervention for dyslexia is a robust investment that yields substantial returns. It optimizes brain development, improves literacy skills more effectively than later remediation, prevents learning gaps and emotional difficulties, and may even prevent dyslexia from fully developing. By prioritizing early intervention, we not only address a learning challenge but also empower children with the tools they need to thrive academically, socially, and emotionally.

A possible solution: WIN time

Schools can leverage WIN Time to tackle dyslexia by implementing a system of learner-centered instruction that is specific to the needs of students with reading difficulties. Here’s how:

WIN Time, with its focus on designing instruction specific to student needs through a learner-centered approach, offers a valuable framework for supporting students with dyslexia. By incorporating evidence-based practices, schools can transform WIN Time into a powerful tool for addressing reading difficulties.

Key Strategies for Utilizing WIN Time to Support Students with Dyslexia:

• Personalized and Targeted Instruction: Students with dyslexia benefit significantly from individualized teaching. During WIN Time, schools can create tailored literacy curricula that address foundational skills such as phonological awareness, phonics, and decoding—areas often challenging for these students. This approach aligns with the diagnostic-prescriptive principle of effective interventions like the Orton-Gillingham (OG) approach.
• Data-Driven Intervention: Regular data checkpoints are crucial for early identification and intervention. WIN Time allows for the implementation of frequent assessments to monitor student progress, identify those at risk of dyslexia, and track the effectiveness of interventions.
• Explicit Skill Instruction: Explicit teaching of language rules, facts, and generalizations is vital for students with dyslexia. WIN Time provides dedicated time for this explicit instruction, focusing on areas like letter-sound correspondences, phonogram knowledge, and spelling rules.
• Flexible and Fluid Grouping: The emphasis on flexible grouping in WIN Time enables schools to create small intervention groups specifically for students with dyslexia or those at risk. These smaller groups allow for more focused and individualized attention from educators trained in dyslexia intervention strategies.
• Progress Monitoring and Adjustment: Frequent progress monitoring is essential to track how students with dyslexia respond to instruction. WIN Time can incorporate regular assessments (e.g., every two weeks) to inform instructional adjustments, ensuring that teaching is tailored to individual student needs and areas of weakness are addressed.
• Early Intervention Focus: Given the critical importance of early intervention, schools can strategically implement WIN Time in kindergarten and first grade. By addressing foundational literacy skills early, schools can optimize brain development for reading and potentially mitigate the long-term impact of dyslexia. Several preschool indicators might suggest a child is at risk of dyslexia. Teachers in Pre-K classrooms should be vigilant in observing if children show difficulties with naming letters, numbers, and days of the week; writing or spelling their name; understanding directional words; following instructions; rhyming; calling things by their name; mispronouncing words; and/or speaking less than their peers. Additionally, a family history of dyslexia and/or learning difficulties should be considered. Studies have shown the possibility of identifying preschool children at risk before the formal age of diagnosis, and early intervention programs often target pre-schoolers. These programs focus on literacy development, including letter knowledge and phonemic awareness. Therefore, difficulties in letter knowledge, phonological awareness (especially rhyming), language development, and following instructions can provide valuable indicators that a preschool child might be at risk of dyslexia. Early identification allows for timely intervention, which is shown to be more effective than later remediation.
• Collaboration and Teacher Expertise: Effective implementation of learner-centered instruction in WIN Time requires collaboration and knowledgeable teachers. Schools can use this time as an opportunity for teachers to collaborate on strategies, share best practices, and receive specialized training in evidence-based dyslexia interventions, such as the OG approach.

By strategically utilizing WIN Time to incorporate these key principles, schools can create a supportive and effective system for addressing the needs of students with dyslexia, ultimately improving their literacy outcomes.

Additional tip: Team Teaching

Team teaching offers significant advantages in primary school settings, particularly when structured around a “WIN” (What I Need) time framework. This collaborative approach allows educators to pool their expertise, resulting in more diverse and practical instruction. During WIN time, where students receive targeted support based on their individual needs, team teaching enables the creation of smaller, more focused groups. This facilitates differentiated instruction, ensuring that each child receives the precise level of challenge and assistance they require. For example, one teacher might work with students needing extra help with reading comprehension, while another guides advanced learners in creative writing.  

Furthermore, team teaching promotes a dynamic learning environment where teachers can observe and learn from each other. This professional collaboration fosters continuous improvement, leading to more innovative and engaging lessons. The shared responsibility also lightens the workload, reducing teacher burnout and allowing for more thorough planning and assessment. Ultimately, utilizing team teaching within WIN time maximizes the potential for every primary school student to achieve academic success.

The Problem of Practice Protocol: A Roadmap for Effective Implementation

To maximize the impact of WIN Time, many schools are utilizing the Problem of Practice (PoP) protocol. This structured approach ensures that interventions are not only targeted but also continuously evaluated and improved. The PoP protocol involves three key stages:

Identifying the Problem: The first step involves pinpointing specific areas where students are struggling. This is accomplished through a combination of data analysis, classroom observations, and teacher feedback. For instance, a school might identify a trend of Year 2 students struggling with reading decoding. Collaborative discussions, often facilitated by specific protocols, help educators delve deep into the data and formulate a clear, focused Problem of Practice, such as: “How can we effectively address the reading decoding deficits of our Year 2 students during WIN time to improve their reading fluency?”

Planning the Implementation: Once the problem is clearly defined, the next step is to develop a targeted intervention strategy based on evidence-based practices. This may involve small-group instruction, explicit phonics lessons, or the use of manipulatives. A well-structured schedule is essential, ensuring that students receive consistent and focused support. Regular meetings are also crucial for teachers to collaborate, monitor progress, and make necessary adjustments to their plans. To ensure that all voices are heard and all aspects are considered, schools often employ planning protocols that involve all stakeholders in the process.

Recognizing the Milestones: The final stage involves establishing clear, measurable goals for student progress. For example, a goal might be for students to increase their reading fluency by a specific number of words per minute. Regular monitoring of student progress is essential, and achievements should be celebrated to reinforce positive learning experiences. Observational protocols can be used to assess the effectiveness of teaching strategies, while reflection protocols provide a framework for evaluating the overall efficacy of WIN Time. Data plays a crucial role in this stage, informing ongoing adjustments to interventions and ensuring that they remain aligned with students’ evolving needs.