Remediation and intervention are some of the tools that tutors use to improve the cognitive response of young students. The foundation on which they lay their education substantially determined their ability to grow into quality leaders with high intellect. Remediation is the art of giving extra attention to students who are struggling leaders, or those who have a hard time understanding the lessons taught in class, with the aim or correcting their learning disorder (Cooper, Kiger, Robinson and Slansky 2012). Intervention, on the other hand, involves multidisciplinary actions provided to young students to promote their health, wellbeing and enhance their learning ability. This ensures that child competency improves, and their learning skills consequently improve. It involves recognizing and identification of the students who have a hard time trying to read, and giving them extra attention. It aids in improving the learning ability of children who are struggling with slow response to reading and learning. There will be those students who are slower than the rest, and they need extra activity to concentrate in class, or catch up with the rest of the class. There is a need to plan a curriculum for the struggling leaders because they have to be in line with the rest of the class. There is a need to nurture the pragmatic needs of the children and equip them with the ability to grasp and understand the content they lean in class faster (Shonkoff and Meisels 2002).

Early interventions might yield higher returns and is the best preventative measure to help children develop healthy reading habits. Early childhood intervention is healthy in the development stages of a child’s life. For the lessons with a struggling reader, the tutor has to ensure that they give the student extra attention. They have to focus on them, and give them the first priority. The lesson has to encompass the student’s language comprehension quality and ensure that the student has fluent coordination of the words they are reading. The tutor might lay emphasis on the word and phonics decoding skills of the student as well as their vocabulary. They also have to monitor their comprehension skills.

The teachers with no extra help in the classroom can be the tutors to the students. They have to sacrifice their time for the benefit of the students. They can do this by offering extra after-class help to the student, or introducing supplementary programs aimed at improving the learning ability of the reader. These tutors can introduce intervention and remediation programs to the students, and monitor their growth and improvement (Baratz and Baratz 2012).

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