Reading Intervention

1
Reading Intervention

• Ben Johnson
• Psych 639 Academic Intervention
• 11DEC2006

2
Demographics

• Grade Fourth
• Age 9
• Sex Female
• Client name Lizzy or L.M.
• Ethnicity Caucasian
• Primary Language English
• School Newman Elementary School
• Teacher Ms. W.
• Consultee Ms. M.

3
Obtaining a Client

• Sitting down with Supervisor and Principal
• Three names The worst at STAR Testing
• Email Discussion with Teachers
• Two Children as Clients
• Lizzy for the Presentation
• As Ms. W has no classroom aide, I contacted
  Lizzys mother to be my consultee, Ms. M.

4
Problem IdentificationProblem Presentation

• Lizzy was described by her teacher as
• Struggling reader She took much longer to read
  and therefore to do her assignments than the
  other students in class.
• Motivated Lizzy gives her best effort to her
  work.
• SST meetings have been held several times for
  Lizzy
• Reading Program Houghton Mifflin

5
Problem Identification cont.

• Method Oral Fluency Reading Probes
• DIBELS Oral Fluency Reading Probes
• Researched demonstrated to be reliable valid
• Calibrated
• Free system in place
• Progress Monitoring Materials Probes

6
Problem Identification cont.

• Using DIBELS Probes
• The client was required to read from three Oral
  Fluency Probes from each grade level, 1st-4th for
  the amount of time of 1 minute each.
• The probes were then scored by the consultant for
  words read correctly (WRC) by subtracting errors
  (E) from the words per minute (WPM) the client
  read WPM-EWRC.
• 1st grade probes s 1, 11, 20
• 2nd grade probes s 1, 9, 20
• 3rd grade probes s 2, 8, 19
• 4th grade probes s 1, 7, 15

7
WRC Baseline Table
8
Baseline Graph for 3rd grade
9
Problem Analysis

• As Lizzy made no mistakes at the 2nd grade level,
  I decided to work with her at the 3rd grade
  level.
• Lizzy made few errors on the 3rd grade DIBELS
  Probes.
• Lizzy read very slow and methodically, hesitating
  many times, especially on longer words.

10
Problem AnalysisErrors

• Word on Probe
• Probe 2
• 0 Errors
• Probe 8
• smartest
• India
• Southeast
• Asian
• often
• Probe 19
• droplets
• form

• Word Lizzy Read
• Probe 2
• 0 Errors
• Probe 8
• smallest
• Indiana
• Southend
• Asias
• most
• Probe 19
• drops
• from

11
Problem AnalysisHypotheses

• The subject struggled with omitting, changing or
  adding on suffixes to words. She especially
  struggled on suffixes that were on words
  representing places.
• The error of most for often was not
  repeated anywhere but the one time. My
  hypothesis for this was that Lizzy simply made an
  error that was not usual for her to make due to
  being nervous in a new situation. I would test
  this hypothesis out. I had her read the sentence
  again after finishing the reading and she
  correctly decoded it.
• The words form and from have all the same
  letters with only the o and the r reversed.
  Because from is more common than form, Lizzy
  automatically decoded the word as from when she
  encountered it. This error was only made one
  time. I pointed out the word after finishing the
  reading and she correctly decoded it.
• Similar to the hypothesis above, Lizzy made a
  mistake beween smallest and smartest because
  the sentence was Elephants are some of the
  largest and smartest animals on earth. It was a
  decoding error as she tried to rush through
  influenced by the word largest just 2 words
  prior in the sentence. I pointed at the word
  after finishing the reading and she correctly
  decoded it.

12
Plan Implementation

• After taking baseline, no probes were taken the
  next week, as errors were analyzed and worksheets
  were created and implemented. The consultant
  felt there was no reason for another measurement
  when no intervention had started.
• Step 1 The consultant created worksheets with
  three columns and 20 rows in size 16 font with a
  different word in each row and the word having a
  differing suffix in each column. Work till 100
  accuracy.
• Step 2 More worksheets were created using words
  with different suffixes in three word sentences
  while keeping out confounding variables. Work
  till 100 accuracy.
• Step 3 Next would be worksheets of sentences of
  three to five words using words with different
  suffixes in three word sentences while keeping
  out confounding variables. Work till 100
  accuracy.
• Step 4 Create sentences of eight to twelve words
  worksheets using words with different suffixes in
  three word sentences while keeping out
  confounding variables. Work till 100 accuracy.
• Step 5 Put words with different suffixes into a
  paragraphs and have the client read them. Work
  till 100 accuracy.
• For the errors of from for form and most
  for often and smallest for smartest the
  consultant rechecked these words, taking the
  sentences out of the context of the passages they
  were in as well as putting similar sentences on
  the worksheet and having the client read them.
  The errors were not repeated.

13
Plan ImplementationWorksheet Example

• bat batted batting
• drop dropped dropping
• smartest smart smarter
• Southeast Southern Southwest
• small smallest smaller
• jumped jump jumping
• faster fastest fast
• thumping thump thumped
• Indian India indiana
• droplets dropping drops

14
Plan ImplementationWorksheet Example

• He was faster.
• She trained hard.
• They walked to town.
• Jenny batted the fly.
• Dont drop me.
• She is smarter.
• The flea is jumping.
• Joe thumped the drum.
• She has matching socks.
• Fluffy is the softest.

15
Week 1Graph
16
ORF ProbesWeek 1
Probes used were 3rd grade s 1, 13, 20. There
were no errors. Improved 20
words per minute on median.
17
Plan EvaluationWeek 1

• Lizzy made no errors on Week 1 probes, so we
  moved on to Step 3 and 4 for homework worksheets
  for Lizzy to do with the consultee, Mother Love.

18
Plan ImplementationWorksheet Example

• She ran the fastest mile.
• John trained for the Olympics.
• Gus has larger feet than Sam.
• The dropped bucket rolled down hill.
• I am not explaining again!
• The baby ripped up my homework.
• I am recording that program.
• Sally wants the softest bunny rabbit.
• Are the strawberries ripe yet?
• The twins clothes matched today.
• Ted was thumped on the head.
• Kelly was jumping over the fence.
• Terry is smarter than the teacher.
• This is the smallest cow alive!
• He flaps his lips all class long!

19
Plan ImplementationWorksheet Example

• The ripest berries were on the north side of the
  vine.
• The large dog ran after the bus as it left the
  house.
• Quit dropping your socks in my room daily.
• The teacher explained how to do the math problem.
• The girls were jumping up and down on Marthas
  bed.
• Tony was the smartest boy in the fourth grade.
• Carrie thumped on her drums all night long.
• It was the sloppiest hamburger he had ever eaten.
• Asian frogs are the largest in the world.
• Droplets of water rolled down the glass.
• Cats from India are softer than cats from China.

20
ORF ProbesWeek 2
Probes used were 3rd grade s 4, 9, 12. There
were two errors. Improved 2 words per minute on
the median.
21
Week 2 Graph
22
Plan Evaluation Week 2

• Lizzy only made two mistakes on this weeks
  probes, but they were on the same word. On probe
  12 Lizzy read rip for ripe.
• Lizzy needs another hypothesis and new worksheets
  to work on the new problem.

23
Problem Analysis

• Hypothesis
• Lizzy does not make the long i sound when
  reading a word where e does the walking and I
  does the talking.
• Step 1 The consultant created flashcards with
  different words with either a long i created by
  the silent e or short i sound without the
  silent e. Other long i words created with
  y and igh were put in just to eliminate the
  possibility that these too were a problem. Work
  till 100 accuracy.
• Step 2 More worksheets were created using
  sentences with words that have either a long i
  created by the silent e or short i sound
  without the silent e while keeping out
  compounding variables. Work till 100 accuracy.
• Step 3 Next would be worksheets of sentences of
  three to five words with words that have either a
  long i created by the silent e or short i
  sound without the silent e while keeping out
  compounding variables. Work till 100 accuracy.
• Step 4 Create sentences of eight to twelve words
  worksheets using words that have either a long
  i created by the silent e or short i sound
  without the silent e while keeping out
  compounding variables. Work till 100 accuracy.
• Step 5 Put words that have either a long i
  created by the silent e or short i sound
  without the silent e into an appropriate level
  paragraph for Lizzy while keeping out compounding
  variables. Work till 100 accuracy.

24
Plan ImplementationWorksheet Example

• Step 5 was implemented this week, as Steps 3
  and 4 were accomplished to 100 accuracy.
• Box turtles are some of the fastest and sloppiest
  in the world.
• African and Asian monkeys are often found in the
  streets of India.
• As icebergs melt, droplets of water drip down
  into the ocean.
• Asian frogs are some of the largest and smartest
  creatures on earth.
• The Indian from India was playing checkers with
  the Indian from Indiana.
• The Southeast Asian cows at the Olympics are the
  biggest and smartest cows on earth.
• The cats in southern India are some of the
  smallest and laziest in the world.

25
Plan ImplementationFlash Card Examples

• dim dime fly
• grip gripe night
• slim slime cry
• snip snipe die
• kit kite sight
• mitt mite tight
• mill mile bid
• pill pile style
• fill file flip
• bit bite light
• lit lite ride
• sit site rid
• lim lime pine
• fin fine pin

26
ORF ProbesWeek 3
Probes used were 3rd grade s 5, 10, 15. There
were no errors. Improved 7 words per minute on
median.
27
Week 3 Graph
28
Plan ImplementationWorksheet Examples

• The Asian frogs were planning to take
  over the neighborhood. They are some of the
  largest and smartest creatures on earth. First,
  they attacked the lazy cats from Southern India.
  It was one of the shortest and easiest battles.
  Next, they chased after the Irish box turtles.
  The turtles were faster than the frogs and
  escaped. The cows just wanted to talk about
  which flowers tasted better. The Indiana dogs
  gathered a gang together and faced the frogs.
  They finally decided to quit fighting when the
  sun went down. However, I heard they were
  training to come to your house next!

29
Plan ImplementationWorksheet Examples

• I rip my paper.
• The berry is ripe.
• I drive my car.
• He feels fine.
• Where is my kit?
• I flew my kite.
• The dog bit me.
• The girl is slim.
• She is grim.

30
ORF ProbesWeek 4
Probes used were 3rd grade s 3, 11, 18. There
were no errors. Improved 18 words per minute on
median. Successfully reached 3rd grade goal!
31
Week 4 Graph
32
Week 5

• Using the 4th grade probes Lizzy read back in the
  beginning week that were her frustration level as
  baseline, week 5 marked the first measurement
  for 4th grade level probes.
• Worksheet Examples
• I dive into the pool.
• She saw a shark fin.
• Have a bite of sandwich.
• I played in the slime.
• He was covered in grime.

33
ORF ProbesWeek 5
Probes used were 4th grade s 2, 9, 18. There
were no errors. Improved 31 words per minute
over the original 4th grade median.
34
Week 5 Graph
35
Plan ImplementationWorksheet Examples

• I can see the shark fin a mile away.
• I bought a kit to build a kite.
• The slim girl went for a ride on the horse.
• In the dim light, he could not find his dime.
• I will rip the ripest berries from the vine.

36
ORF ProbesWeek 6
Probes used were 4th grade s 4, 11, 17. There
were no errors. Improved 9 words per minute.
37
Week 6 Graph
38
School Impact
39
Plan Evaluation

• Lizzy is on course to complete the intervention
  in 1 week.
• After successfully completing the intervention,
  Lizzy will be monitored for the next 5-7 weeks to
  make sure that she is continuing to grow and
  remains at the benchmark level.
• The end