Instructional Consultation

1
Instructional Consultation

• Cedric King
• PSYC 639
• December 10, 2007

2
Demographics

• Student Gavin
• Grade 3rd
• Age 8
• Sex Male
• Ethnicity Caucasian
• Primary Language English
• Consultee Students Mother (Mrs. F)
• Reason for Referral Gavin was referred by his
  general education teacher due to concerns
  regarding his reading fluency.

3
Reading Curriculum

• General Education
• Houghton-Mifflin Reading Series
• Read a story
• Complete workbook activity
• Take a reading comprehension test
• Reading Group
• Blending language sounds
• Practice Sight Words using flash cards
• Read story (beginning 2nd grade Level)
• Answer comprehension questions created by group
  members

4
Problem Identification

• Parent Interview
• Gavin is a motivated reader
• Reads with mom at home
• Tries to read books above his reading level
• Skips and adds words when reading
• Teacher Interview
• Reads below grade level
• 3rd Grade CBM taken in August
• Gavin 32 wpm Class average 89 wpm
• Tries to sound out or substitute unknown words
• Good student in math and science

5
Problem Identification

• DIBELS Oral Reading Fluency probes administered
• To establish Frustration, Instructional and
  Mastery Levels
• For purposes of error analysis
• Type and frequency of errors will help determine
  where to target the intervention

6
Problem Identification

• Three probes administered at the following grade
  levels.
• End of 1st, beginning 2nd and Middle of 2nd
• Probes read out loud for 1 minute
• Errors and words read correctly (WRC) were
  recorded for each probe.
• Median WRC from each grade level probe used to
  determine Reading Level

7
Problem Identification

• Gavins Baseline Reading Levels
• End of 1st grade 42 WRC (Mastery)
• Mastery 41 WRC
• Beginning 2nd grade 37 WRC (Instructional)
• Mastery 45 WRC
• Middle of 2nd grade 34 WRC (Frustration)
• Mastery 69 WRC
• Gavins Median Scores reported

8
Problem Identification
Mastery Level
9
Problem Analysis

• Gavins reading errors from the DIBLES probes
  were analyzed for patterns.
• Sample text
• I ride a big yellow bus to (at / self correct)
  school. I stand on the corner (self correct) of
  our street with my friends and (are) we wait
  (with) for the bus. My friends grandma waits
  (went) with us (me). When its raining, she (we)
  holds an umbrella (under) to keep us dry.
• Red actual word () word read

10
Problem Analysis

• Student Interview
• After reading a few DIBELS probes all the way
  through I asked Gavin to look over the words he
  had misread or was unable to read and identify
  where the word became difficult to read.
• Most words got hard in the middle of the word
• The majority of these words had long vowel sounds
• Smiling, shiny, treats, player, decided, etc.
• Gavins voice had a tendency to trail off while
  reading unfamiliar words
• Making his voice inaudible

11
Problem Analysis

• Examples of words with long vowel sounds read
  incorrectly.
• Long vowel sounds are in red.
• smiling treats high
• shiny player flew
• decided side like
• gloat stay likes
• Invited only both
• grocery wait coat
• crew might lean

12
Problem Analysis

• Hypothesis 1 Gavin does not know the rule for
  reading vowel digraphs.
• Avoids reading the word (skips or omits)
• Uses the orthographic features of the word to
  identify it
• Defaults to short vowel sounds when reading
  unknown words
• wait (with) clean (omitted)
• waits (went) glue (go)
• meal (omitted) east (skipped)
• stay (spent) fried (tries)
• coat (cot) trail (track)
• pail (pal) reach (read)
• Red actual word () word read

13
Problem Analysis

• Hypothesis 2 Gavin does not know how to read
  CVCV words with a silent e on the end.
• Tries to identify the word by its orthographic
  features
• When sounding out the word the first vowel tends
  to be read as a short vowel.
• Will sometimes sound out the entire word
  including the silent e
• fate (fatty) cage (ca skipped)
• mile (omitted) here (omitted)
• pale (pal) game (great)
• mole (mouse)
• Red actual word () word read

14
Problem Analysis

• Hypothesis 3 Does not know how to read words
  with irregular long vowel sounds such as Ew and
  igh.
• Gavin tries to blend the individual sounds rather
  than reading them as one.
• Uses the orthographic features of the word to
  identify it.
• Ew makes the long U sound
• igh makes the long i sound
• high (help) few (for)
• might (skipped) view (skipped)
• sight (sign) grew (gone)
• Light (lit)
• skipped a word attempted but not read all the
  way through

15
Problem Analysis

• Hypothesis 4 Incorrect words that are read tend
  to lead to errors of addition, substitution and
  omission.
• To adjust for the new context of the sentence or
  in anticipation of what is to come.
• Gavin reads for meaning
• But that (then) morning (mother) it (omission)
  was (went)
• That (it) was the (a) day
• My whole (only) family went (is) my mom, grandma
  and I.
• grandma waits (went) with us (me).
• Red actual word () word read

16
Problem Analysis

• As a follow-up to the probe error analysis
• Word lists containing the following digraphs were
  administered to Gavin.
• To determine which vowel diagraphs were
  problematic.
• Long A Ay (play), Ai (bait)
• Long E Ea (real), Ee (feel), Ey (key)
• Long I Ie (lie)
• Long O Oa (goal), Oe (joe), Ow (row)
• Long U Ue (hue)

17
Problem Analysis

• Each digraph was represented by a word list
  containing 7-13 items.
• Word lists containing the Ee and Ow digraphs were
  read quickly and with 90-100 accuracy.
• These were considered to be mastered and would
  not receive intervention
• Accuracy on all other vowel digraphs ranged from
  0-40.
• Items were read slowly and with difficulty
• Short vowel sounds frequently defaulted to,
  replacing the long vowel sound

18
Plan Implementation

• Hypothesis 1 Gavin does not know/use the rules
  for reading the following vowel digraphs
• Ay, Ai, Ea, Oe, Oa, Ie, Ue
• To avoid high cognitive load vowel digraphs would
  be broken into smaller groups and intervened on
  in sets.

19
Plan Implementation

• Ay, Ai, and Ea chosen as first set for
  intervention
• Rationale for choosing Ay, Ai and Ea
• Commonly used words in 2nd grade reading probes
  contian these digraphs.
• Ay and Ai make the same sound when the rule is
  applied correctly.
• Only two sounds between the three.
• In hindsight would have started with only Ay and
  AI.
• To an experienced reader the difference between
  Ay and Ai is non-existent but to someone such as
  Gavin the two are very different conceptually.
• Learning three at once may have made things
  progress more slowly.

20
Plan Implementation

• Hypothesis 1 Phase I
• Consultee Mrs. F (Gavins Mother)
• Time 10-20 minutes daily
• Procedure Teach Gavin the rule for reading Ai,
  Ay, and Ea digraphs.
• Rule When two vowels go walking the first one
  does the talking.

21
Plan Implementation

• Worksheets consisting of 12-15 examples of each
  digraph should be read twice daily.
• Consultee is told that the goal is for each
  worksheet to be read fast and with 100 accuracy.
  
• Alternate worksheets of each digraph are provided
  to help avoid memorization.
• Progress Monitored by administering three
  Beginning 2nd grade probes weekly.
• Checking worksheet progress weekly for speed and
  accuracy

22
Plan Implementation

• Phase I Worksheets
• The following are examples of words that appeared
  on the worksheets.
• Ai pain, main, rail, jail, etc.
• Ay pay, hay, may, say, etc.
• Ea real, meat, deal, bean, etc.
• Phase I Week 1
• Each set read with 55-70 accuracy

23
Plan Implementation

• Phase I Week 2
• Same procedure
• New worksheets with different words and
• Some of the same words but in different order
• Read with 85-95 accuracy
• Phase I Week 3
• Same Procedure, new and old words in different
  order.
• All read with 100 accuracy

24
Response to Intervention
25
Intervention Data
Mastery
26
Intervention Data

• DIBELS Oral Reading Fluency Probes
• Beginning of 2nd grade
• Baseline 37 WRC per minute
• Week 3 of intervention 51 WRC per minute
• Baseline to week 3
• Percent of Change 27.5

27
Plan Implementation

• Phase II Worksheets
• 1 or more target words embedded in three word
  phrases and sentences.
• One Worksheet per vowel digraph with 12-15 items
  each.
• Ai - on its tail, mail it in, rain is nice
• Ay - In the hay, say it once, Ray is here
• Ea - lean on it, eat your meat, in the seat
• Consultee instructed to have Gavin read through
  each worksheet twice daily.

28
Plan Implementation

• Phase II Week I
• 30-40 accuracy read slowly (sounding out
  words)
• Accuracy of target words read correctly
  divided by total number of target words
• Phase II Week 2
• Introduced flash cards with both actual and
  pseudowords for each vowel set. Along with the
  sentence worksheets from the week before.
• Consultee was instructed to have Gavin read
  through the cards before and after reading the
  sentences.
• Worksheets read with 60-80 accuracy

29
Plan Implementation

• Phase II Week 3
• Additional flashcards added
• New phrases and sentences introduced
• Worksheets read with 80 93 accuracy
• Consultee admits that she and Gavin had not been
  practicing regularly the last few weeks.
• Phase II Week 4
• Same procedure as week before
• New phrases and sentences introduced
• Worksheets read with 100 accuracy

30
Response to Intervention
31
Intervention Data
Beginning 2nd Grade
Middle 2nd Grade
Mastery
Mastery
32
Intervention Data

• DIBELS Oral Reading Fluency Probes
• Middle of 2nd grade
• Baseline 34 WRC per minute
• Week 7 of intervention 57 WRC per minute
• Baseline to week 7
• Percent of Change 40.4

33
Plan Implementation

• Phase III
• 1 or more target words embedded in 5-7 word
  sentences.
• One Worksheet per vowel digraph with 8-10 items
  each.
• Ai Gail put her letter in the mail.
• Ay May I play with Tim today?
• Ea Im told it is the real deal.
• Phase III - Week I
• Currently no data for this phase

34
Intervention Data
Middle of 2nd Grade
Mastery Level
35
Continued Intervention

• At Gavins Current rate of progress he will reach
  Mastery for Middle of 2nd Grade at week 11
  (January 18th).
• Will continue to work on vowel digraphs with
  Gavin adding additional context with each phase
  until he is able to read targeted words within
  paragraphs accurately.
• New vowel digraphs will be introduced as Gavin
  demonstrates he can quickly and consistently
  apply the appropriate rule within the context of
  a story or a body of text.

36
Continued Intervention

• I will continue to work with Gavin until the end
  of the year and hope to have him reading on grade
  level.
• End of third grade goal 111 WRC
• A more realistic goal given Gavins current rate
  of progress may be the middle of 3rd grade
  standards.
• Mid. 3rd grade goal 78 WRC