The CIM framework includes a portfolio of research-based interventions; collaborative structures for aligning instruction across classroom and supplemental settings; a comprehensive literacy assessment system; and professional development provided through university partnerships. CIM interventions include both reading and writing components.
In order to include both reading and writing of meaningful text, the lesson format spans two or more days with 30 minutes of instruction per day. CIM meets the goals of a Response to Intervention (RtI) method for identifying children at risk of reading failure and providing research-based, targeted instruction for reading success.
What are the CIM interventions?
Reading Recovery (Grade 1)*
is a short-term, one-to-one intervention in which children make accelerated progress that permits them to catch up to their peers and continue to work successfully within a classroom program after only 12-20 weeks of intervention instruction. As soon as students can meet grade-level expectations and demonstrate that they can continue to work independently in the classroom, their lessons are discontinued, and new students begin individual instruction. *Requires a separate preparation program provided by a Reading Recovery Teacher Leader.
Guided Reading Plus (Grades 1-3)
is a small-group intervention for students who are lagging behind their classmates in reading ability and are reading at the emergent to transitional levels (reading at the second-grade level or below).
Comprehension Focus Group (Grades 3 and beyond)
is designed for children who are reading at the transitional level and beyond in grades three and higher and who are having difficulty comprehending the wide range of text as they move up the grades. The intervention is designed to help students develop reading and writing knowledge for three major text types: literary, informational, and persuasive. Students participate in a themed or content unit of study over a period of weeks that require them to apply higher-level comprehension strategies to analyze relationships within and across texts. Students also participate in the writing process by developing an original piece of writing within the theme of the focus unit.
Assisted Writing/Interactive Writing Group (Grades K-1)
is designed to enable students at the emergent to early levels of literacy to acquire foundational concepts about print.
Assisted Writing/Writing-Aloud Group (Grades 1 and beyond)
is designed for students who are reading on grade level, but are experiencing difficulty with the writing. The goal is to assist students in understanding the writing process: composing, revising and editing strategies, and the link between reading and writing.
Targeted Intervention (Grades 1 and beyond)
is designed for students who need explicit instruction in specific parts of the reading or writing processes. The intervention is designed to help students develop in one of the following areas: vocabulary development, word study, comprehension strategies, writing process, or language development.