Instructional Consultation

1
Instructional Consultation

• Reading Intervention
• Sarah Daniel
• 12-11-06

2
Demographics

• Consultee Mrs. Wray
• Student Fay
• Grade Third
• Age 8
• Gender Female
• Ethnicity Caucasian
• Primary Language English
• School Hooker Oak Elementary

3
Problem Presentation

• Fay was identified by Fall CBM assessment as a
  student who was below grade level in reading
• Her teacher said she had trouble focusing in
  class and often rocked in her seat
• Her teacher did not know any details about Fays
  reading - just that she was low

4
Problem Presentation

• Fays class did not receive formal reading
  instruction.
• The teacher read chapter books to the class.
• Each student chose his or her own book and read
  silently for 20 minutes a day.
• Fay was reading The Secrets of Droon, a book at
  the third grade level.
• Fay was skipping or misreading many of the words.

5
Problem Identification

• Diagnostic materials
• DIBELS oral reading fluency probes from the
  University of Oregon
• 2005 Oral Reading Fluency norms from Tindal and
  Hasbrouck
• Stopwatch

6
Problem Identification

• Probes administered
• 3 First grade
• 3 Second grade
• 3 Third grade

7
Problem Identification

• Fays reading levels
• 1st Mastery 63wrc/23goal OOPS!
• 2nd Instructional - 60wrc/72goal
• 3rd Frustration 56wrc/92goal

8
Problem Identification
9
Problem Analysis

• Hypothesis 1 Not attending closely to
  orthographic features of words
• Target Level Perceptual
• Error Reads /l/ for /t/
• Dad and I looked at a (took a) hike in the woods.
• I look (took a) closer peek.
• I like to go visle (visit) my aunt Roses home.

10
Problem Analysis

• Hypothesis 2 Decoding not automatic with all
  spellings of long /a/ sound
• Target Level Perceptual
• Errors
• My mother said, What (Wait!) We will still have
  the picnic.
• I asked mom if she would go on that (a date) with
  me for dinner.
• They began with only one rack (race).

11
Problem Analysis

• Hypothesis 3 Poor knowledge of high frequency
  words
• Target level Perceptual

12
Problem Analysis

• Rationale for working primarily on the perceptual
  level
• Fays errors suggest that she is not closely
  attending to the orthographic features of words.
• Fays attention often wanders.
• Fay rocks back and forth when she reads.
• Fay does not seem to be a good candidate for
  declarative knowledge about the reading process.

13
Plan Implementation
Hypothesis 1 Not attending closely to
orthographic features Target Level
Perceptual Error Reads /l/ for /t/ Phase 1
Single words
14
Plan Implementation

• Phase II Phrases
• took a look
• brand new book
• really close look
• mainly looked at
• took a ride
• to look around
• look at that
• looks like a lake
• took a spill
• looking at
• bad luck

15
Plan Implementation

• Phase III Sentences
• Fay took a look at her brand new book.
• Fay took a really close look.
• Fay mainly looked at the words.
• Josh took a ride on his bike to look around the
  park
• Look at that! One Mile looks like a lake!
• Josh took a bad spill.
• What are you looking at?
• That was bad luck!

16
Plan Implementation
17
Plan Implementation

• Hypothesis 2 Decoding not automatic with all
  spellings of long /a/ sound
• Target Level Perceptual
• Phase I Flashcards

18
Plan Implementation

• Hypothesis 2 Decoding not automatic with all
  spellings of long /a/ sound
• Target Level Perceptual
• Phase II Word Sort

19
Plan Implementation
20
Plan Implementation

• Mistake Realized!
• 1st grade goal line far too low
• Goal line adjusted to Winter of 2nd grade
• 2nd grade probes administered

21
Plan ImplementationPhase III Word Sort with
new /a/ words added
22
Plan Implementation
Phase IV Attempts at Poetry Trouble on the
Trail I looked at my friend. I made a mean
face I should have asked Tina, instead, to the
race. But before I could say that, it started to
hail. And before we knew it, wed lost the main
trail. Now we were scared. We were cold. We were
lost. Now our toes would be stubby and blackened
with frost.
23
Plan Implementation
24
Plan Implementation
Hypothesis 3 Poor knowledge of high frequency
words Target level Perceptual Phase I Flash
Cards from 1st 100 HF Words
25
Plan Implementation

• Phase II Phrases
• The big dog
• A little dog
• Many dogs
• Their white dog
• His new dog
• That big dog
• Those little dogs

26
Plan Implementation

• Phase III Sentences
• Your old dog smells bad.
• The baby dog is cute.
• Our little dog has fleas.
• Some old dogs were asleep.
• One baby dog ran.
• His new dog is fun.
• That big dog jumped in the water.
• Phase IV 20 minutes of reading at mastery level
  each night.

27
Plan Implementation
28
Plan Implementation

• Hypothesis 3 Poor knowledge of high frequency
  words
• Target level Perceptual
• Phase IV
• 25 Flash Cards
• from 2nd 100 HF Words
• 20 minutes of reading at mastery level per night

29
Plan Implementation
30
Plan Implementation

• Hypothesis 3 Poor knowledge of high frequency
  words
• Target level Perceptual
• Phase V Phrases
• could you
• should you
• would you
• even though
• though he wanted
• though she left
• 20 minutes of reading at mastery level per night

31
Plan Implementation
32
Plan Implementation

• Hypothesis 3 Poor knowledge of high frequency
  words
• Target level Perceptual
• Phase VI Sentences/Complex Phrases
• Could you give me that?
• Should you go?
• Would you like to?
• Even though I know better
• Though he wanted to run
• Though she left the party
• 20 minutes of reading at mastery level per night

33
Plan Implementation
34
Plan Implementation
35
Plan Evaluation

• At her current rate of progress, Fays trend line
  will meet the Winter 3rd grade goal line in the
  second week of January.
• At her current rate of progress, Fays trend line
  will meet the Spring 3rd grade goal line in the
  second week of February.
• I will continue the reading intervention with Fay
  until she meets the Spring 3rd grade goal of 107
  words read correctly per minute.
• I look forward to future instructional
  interventions!

36
Plan Evaluation

• What I learned
• Get good norms
• Set appropriate goals
• Be systematic
• Be persistent
• Intervene responsively
• Expect growth

37
(No Transcript)