Why Twice a Week Interventions Makes All the Difference
When families reach out to ask about support, one of the first questions I often hear is: “Can we just meet once a week?” It’s an understandable question—everyone’s schedule is full, and time is precious. But over the years, I’ve learned something that’s become one of my non-negotiables: meeting at least twice a week is what truly allows students to make consistent, lasting progress.
Why We Say “Interventions,” Not “Tutoring”
At Higdon Learning Solutions, we intentionally use the word intervention instead of tutoring—and that distinction matters.
Tutoring typically focuses on helping students keep up with classroom work. Interventions, on the other hand, are designed to change how a student learns. They target the underlying skills that make reading, writing, and spelling difficult—skills like phonological awareness, decoding, and language comprehension.
Our sessions are diagnostic and prescriptive, meaning each one builds directly on the last. We’re not just reviewing homework or reteaching content from school; we’re systematically strengthening the foundations that make learning possible.
That’s why frequency matters so much.
More Than Practice—It’s About Momentum
Learning to read or write more effectively isn’t about simply showing up for lessons—it’s about building momentum. When sessions are spaced too far apart, that momentum gets lost. Students forget what they practiced, and we end up spending valuable time reviewing instead of moving forward.
Meeting twice a week allows skills to “stick.” A child who learns a new spelling pattern on Monday can revisit it on Wednesday—before it’s forgotten. That close repetition strengthens the neural pathways that make decoding, fluency, and comprehension more automatic.
In short: frequency turns fragile new skills into lasting habits.
Confidence Comes from Consistency
For many struggling readers, confidence is half the battle. When too much time passes between sessions, uncertainty creeps back in. Students begin to doubt themselves or feel like they’re “starting over” each time.
Twice-weekly interventions create rhythm and reliability—two things every learner needs to feel secure. Kids begin to expect success, not fear the challenge. We can celebrate small wins quickly, which reinforces motivation and keeps them engaged in the hard work of learning.
Faster Feedback, Stronger Progress
With more frequent meetings, I can spot misconceptions and course-correct before they become habits. For example, if a student starts adding an extra sound to a word or misusing a spelling rule, I can address it right away—before it takes root. That kind of timely feedback is nearly impossible with once-a-week sessions.
Parents also see results more clearly. When we meet twice weekly, progress in accuracy, fluency, and confidence becomes visible within weeks rather than months.
Building a Foundation That Lasts
Ultimately, our goal isn’t just short-term improvement—it’s independence. Twice-weekly interventions give students the time, structure, and support they need to internalize new skills deeply enough that they carry over into the classroom and beyond.
The truth is: more frequent, shorter sessions almost always outperform less frequent, longer ones. When students get regular, consistent exposure to targeted instruction, they retain more, progress faster, and—most importantly—start to believe in themselves as capable learners.
At Higdon Learning Solutions, we’ve seen it time and again: twice a week really does make all the difference.
