Instructional Consultation

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Instructional Consultation

• Lauren Maxwell
• Psychology 639
• December 4, 2006

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Demographics
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Client Consultee

• Student Amelia
• Grade Third
• Age 8 years, 11 months
• Sex Female
• Ethnicity White
• Primary Language English
• Regular Education Teacher Mrs. Richards
• Teachers Aide (Consultee) Mrs. Williams
• Reading Group Teacher Mrs. Anderson

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Regular Education Reading Curriculum

• Houghton-Mifflin Reading Series
• Read a story
• Complete workbook activity
• Take a reading comprehension test
• After several stories within a theme, take theme
  test

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Reading Group Curriculum

• Read Naturally
• Complete a cold read of the story
• Read the story with the tape
• Read the story without the tape
• Answer comprehension questions and write a
  summary of the story
• Read the story while
• timing self
• Do a hot time with the
• teacher

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Problem Identification
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Interview with Mrs. Richards

• Amelia pays attention in class
• She sometimes raises her hand if she is sure of
  an answer
• She loves when Mrs. Richards reads to the class
• She volunteers to read out loud in class
• Reads slowly
• Makes substitution errors

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Interview with Mrs. Anderson

• Amelia is a motivated learner, even though
  reading is hard
• She is eager to please
• Amelia often volunteers to read out loud
• Not a fluid reader
• Reading at the second grade level

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Methodology for Problem Identification

• DIBELS probes were used
• 1. To establish mastery, instructional, and
  frustration reading levels
• 2. To determine patterns in reading errors that
  would provide direction for intervention

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• To establish Amelias reading levels, I gave the
  DIBELS Oral Reading Fluency probes (s 3, 4, and
  5) for 1st, 2nd, and 3rd grades respectively.
• 1st grade was the starting point, and estimated
  mastery level, as Mrs. Anderson indicated Amelia
  was reading at a 2nd grade level.
• 3rd grade was the end point, as at that level
  Amelia reached frustration
• Amelia read each probe out loud for one minute
  and I noted any errors made during that time.

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• Amelias reading levels were calculated
• I took the median Words Read Correctly (WRC)
  score for the three DIBELS probes at a given
  grade level
• The median was then compared to the DIBELS goals
  for Reading Fluency at that grade level
• The percentage of WRC compared to the DIBELS
  goals determine Amelias reading level
• Mastery greater or equal to 90
• Instructional 80-89
• Frustration Less than or equal to 79

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Results of Problem Identification

• DIBELS Fluency goals by grade
• 1st 20 WRC
• 2nd 68 WRC
• 3rd 92 WRC

• Amelias reading levels by grade
• Mastery 1st 68 WRC (70 less 2 errors)
• Instructional 2nd 55 WRC (63 less 8 errors)
• Frustrational 3rd 49 WRC (58 less 9 errors)

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Baseline Data

• Amelias intervention was targeted at her
  instructional level of 2nd grade
• Baseline was her median WRC at the 2nd grade
  level
• 55 WRC

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Problem Analysis
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Identifying Reading Errors

• Errors made by Amelia while reading the DIBELS
  probes were analyzed for patterns
• The following are samples of the probes and the
  mistakes she made while reading (errors are
  indicated in parentheses)

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DIBELS Oral Reading Fluency Probe 4- 2nd Grade

• The Colors of the Rainbow
• I decided (de-de-cuh-x) my favorite color is the
  rainbow. It (the) has all the colors in it, red,
  yellow, blue, green, and purple. They are all my
  favorite colors. How could I ever (even) choose
  just one?
• Red makes me (the) feel like smiling (smiles). I
  love red cards (colors) and shiny red apples. My
  favorite type of candy is (in) a red gum drop. My
  favorite flower is a red rose. Im happy when I
  get to see a red sunset (s-u-n-s-e-t).

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DIBELS Oral Reading Fluency Probe 5- 2nd Grade

• The Wind Has a Job to Do
• I learned that the wind is important (Im-no
  thats not the word-x) for more than (things)
  flying kites or making our (your) wind chime (x)
  make (making) music. Without wind, our (or) world
  wouldnt have any people, food, or animals. Wind
  moves (makes) the heat from the sun all around
  the planet (plane-it). Without wind, about half
  of (the) earth would be too hot for any living
  thing. Most of the rest of the earth would be too
  cold. In fact most (more) of our country would be
  under ice.

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Potential Causes of Reading Errors

• Hypothesis 1 While reading passages, Amelia
  replaces two-letter articles and pronouns that
  she can read correctly in isolation with articles
  with similar starting sounds or the word the.
• Examples
• It (the) Is (in)
• It (is) Of (the)
• Me (the) Of (on)

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• Hypothesis 2 Amelia does not consistently know
  when to give c the soft c sound
• Examples
• decided (de-cuh-ded)
• decimal (disable, decide)
• December (December)
• decent (de-cuhnt)
• decibel (de-cuh-bil)

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• Hypothesis 3 Does not know how to break apart
  compound words into two smaller known words
• Examples
• bookworm (bookworm)
• upset (correct with help)
• stepmother (correct with help)
• newspaper (correct with help)
• pancake (pancake)
• speechless (correct with help)

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Program Implementation
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General Procedures

• Consultee Mrs. Williams, teachers aide
• Consultation Meeting Every Friday
• Materials Developed specifically for Amelia and
  provided to Mrs. Williams by myself
• Intervention 10-15 minutes every school day
• Progress Monitoring Every Friday median taken
  from three DIBELS probes given at Amelias
  instructional reading level

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Procedure for Hypothesis 1

• Hypothesis 1
• Amelia replaces two-letter articles and pronouns
  with articles with similar starting sounds or the
  word the.
• Rationale for Intervention
• Amelia was able to read these words correctly in
  isolation but needed her ability to distinguish
  between them to become automated when reading
  passages.

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• Phase I
• Amelia was given worksheets with words with
  similar starting sounds in a row to begin to
  distinguish between them
• Examples
• is in if it in is it if
• as at an am at am as an
• me my ma my ma me
• of on off on off of
• us up um us um up

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• Phase II
• Once Amelia was able to quickly distinguish
  between the words with similar starting sounds,
  words were embedded in short 2-3 word sentences
• Examples
• This is great.
• Go in there.
• It had to.
• If I could
• As Molly walks
• At the time
• Am I good?

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• Phase III
• Target words were then embedded in sentences that
  were 4-6 words long.
• Examples
• Is this the best you do?
• I will just in case.
• It could be the only way.
• What if I was six feet?
• Look as I ride my bike.
• Look at that beautiful bird.

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• Phase IV
• Then target words were embedded in sentences that
  were 8-12 words long (8 words was the average
  length of a sentence in the 2nd grade DIBELS
  probes and longer sentences ranged to 12 words
  long).
• Examples
• Is there no more room for me and Jill?
• In the past I was always front and center.
• I loved it more than anything else I owned.
• What if I never saw her after all?
• There the missing sock was, clear as day.
• I did not think about this at the time.

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• Phase V
• The target words were then
• embedded in paragraphs.
• Example
• Sam is my best friend. She can climb up a tree as
  fast as I can. In fact, the day we became friends
  she had been climbing a tree and fell off. I saw
  her fall and went over to make sure she was okay.
  She made an um sound when I ran up to her. I
  looked at her arm to see if it was broken. She
  wiggled her fingers at me. Both of us smiled and
  I helped her on her feet. Of course we were best
  friends in minutes. I took her home to wash up
  and Ma made us cookies.

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Response to First Intervention
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Procedure for Hypothesis 2

• Hypothesis 2
• Amelia does not know when to give c the soft
  c sound, as in decided.
• Rationale for Intervention
• Amelia needed to learn to accurately discriminate
  between when to make the hard c sound versus
  the soft c sound. This required teaching her
  the rule to do this and then gradually helping
  automate when to make the soft c sound.

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• Phase I
• Amelia needs to be exposed to the declarative
  rule for when to make the soft c sound.
• Rule
• C followed by i, e or y makes the sssss
  sound.

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• Phase II
• Once Amelia learned the rule she needed to be
  able to accurately read words broken into word
  families in isolation to which the rule applied.
  Word families were used to help Amelia not only
  automate the soft c rule but also to automate
  chunks/syllables of words associated with the
  soft c.
• Examples
• Word List 1 (CE) Word List 5 (CI) Word List 8
  (CY)
• ace circle cycle
• face cinema motorcycle
• pace cider bicycle
• lace city tricycle
• space cinch unicycle
• race civil
• grace

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• Phase III
• Words from the word family lists were then put on
  flash cards and mixed together.
• Examples
• dice
• receive
• pencil
• icy
• citrus

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• Phase IV
• Once Amelia was able to read words with the soft
  c sounds in isolation, I mixed in flashcards
  with words that had hard c sounds so she could
  begin to discriminate between the two.
• Examples
• crab
• peck
• welcome
• pecan
• creek
• lack

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• Phase V
• Soft c words were then put into 2-3 word
  sentences.
• Examples
• A white ceiling.
• I drink juice.
• I like mice.
• Write the sentence.
• Wonders never cease.
• Add some spice.
• Crush the ice.

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• Phase VI
• Soft c words were then embedded in 4-6 word
  sentences.
• Examples
• Get me a slice of pizza.
• The price was much too high.
• I am going to pierce my ears.
• I wait alone in my cell.
• Someday I will travel to space.
• I have three pet mice.

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• Phase VII
• Soft c and hard c words were then embedded in
  8-12 word sentences.
• Examples
• I have never ever seen a celebrity before.
• I cant believe it is snowing in Florida.
• That is a really wild and crazy idea.
• My sister is always talking on her cell phone.
• I only eat celery if it is with peanut butter.
• I celebrate New Years with my friends and
  family.
• I could go and look for an open table.
• Help me find the missing piece to the puzzle.

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• Phase VIII
• Soft c and hard c words were then put into
  paragraphs.
• Examples
• Once upon a time, there was a prince who had a
  secret romance with a cinder girl. It was a
  secret because the cinder girl had fierce and
  crazy stepsisters. Each stepsister wanted to be a
  celebrity. They thought if they dated the prince
  then they would be famous. Little did they know
  that the cinder girl was cramping their style.
• The prince always picked the cinder girl up on
  his motorcycle. She would creep out of the house
  when no one was looking. Then she met the prince
  at the end of the road. Usually they went for a
  slice of pizza and then saw a movie at the
  cinema.

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• Phase VIII Examples (Cont.)
• One December day, the stepsisters found out that
  they had been deceived by the cinder girl. They
  decided to put her in the cell in the basement.
  The cinder girl begged for mercy but the
  stepsisters said she must pay the price. Then the
  stepsisters raced off to find the prince.
• The cinder girl started to cry and wondered what
  she could do. Then, she saw some mice in the
  corner. At first she was scared but then she saw
  that they were very nice mice. They were also
  very smart. The mice ran out of the cell and got
  the key for the cinder girl. She undid the lock
  and was free!
• Meanwhile The stepsisters had found the prince
  in the city. The tried to get his attention but
  the prince saw that they had no grace. He tried
  to creep away but they chased him in circles
  around the block. Finally, the cinder girl found
  him. The prince and the cinder girl jumped on the
  princes motorcycle and drove off into the
  setting sun.

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Response to 2nd Intervention
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2nd Grade Goal Met

• Amelia exceeded the 2nd grade DIBELS goal of 68
  words read correctly per minute.
• Progress monitoring began using 3rd grade DIBELS
  probes.

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Procedure for Hypothesis 3

• Hypothesis 3
• Amelia could not consistently read compound
  words, even in isolation.
• Rationale for Intervention
• Amelia did not know how to break compound words
  into smaller word chunks she already knows.

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• Phase I
• Amelia was initially taught that two smaller
  words can be put together to make a larger word
  known as a compound word. She then did a word
  sort where she was given two sets of cards, one
  set with the first word of a compound word in
  red, and the second set with the second word of a
  compound word in blue. This will gave her the
  opportunity to physically put the words together
  to see how compound words are formed as well as
  to recognize the individual elements that form
  them.
• Examples
• sun set
• cup cake
• for give
• every one
• up set

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• Phase II
• Once Amelia did word sort and understood how
  compound words were formed, she was given a list
  of compound words. She was told that all of the
  words were compound words and I she needed to
  underline each of the two words making up the
  compound words. This was to help her to learn to
  break down the compound words into smaller chunks
  she already knew.
• Examples
• somebody
• 2. butterfly
• 3. baseball
• 4. because
• 5. somewhere
• 6. sailboat

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• Phase III
• The next goal was to help Amelia learn how to
  discriminate between compound and non-compound
  words so that she did not use the strategy of
  looking for compound words indiscriminately.
  Since the majority of the compound words used
  were two syllables, I mixed in two syllable
  non-compound words. On the worksheet she was to
  circle the compound words.
• Examples
• 16. actual
• 17. lifelong
• 18. correct
• 19. without
• 20. chapstick
• 21. people

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• Phase IV
• Compound words were then embedded in 2-3 word
  sentences.
• Examples
• 15. Play the fanfare.
• 16. Clean the hayloft.
• 17. Headline the show.
• 18. It is ongoing.
• 19. Overact the part.
• 20. Overstep it.

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• Phase V
• Compound words were embedded into 4-6 word
  sentences.
• Examples
• 4. Pass the ball to the quarterback.
• 5. I saw a double rainbow.
• 6. I am a very smart schoolgirl.
• 7. The plane is ready for takeoff.
• 8. He drove the getaway car.
• 9. Dont undercook your dinner.

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• Phase VI
• Compound words were then put into 8-12 words
  sentences.
• Examples
• 1. I keep all of my tools on my worktable.
• 2. My dog is playful after a nice long nap.
• 3. I watch the newscast so that I know what is
  going on.
• 4. I pull up to the driveway and honk the horn.
• 5. I am going to be fourteen in six months.

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• Phase VII
• Compound words were then put into paragraphs.
• Example
• Once upon a time, there was a girl named Ragtime
  Red. Everyone called her Ragtime Red because she
  always wore her red raincoat and played ragtime
  music on her ipod. One morning soon after the
  sunrise, Ragtime Reds grandmother called to say
  she was sick. She had a terrible stomachache.
  Ragtime Red decided to bring her grandmother her
  surefire cure for stomachaches. She put her
  special tonic in a breadbasket, put on her
  raincoat and headphones, and headed for the
  forest path to grandmas.
• Meanwhile, at grandmothers house, grandmother
  was watching daytime TV when her doorbell rang.
  At the door was Wolfhound Crackpot, a wolf with a
  bad temper. He asked to use grandmothers phone
  because his motorcycle had blown a tire.
  Grandmother let him in. When she turned to show
  him the phone, there was an earsplitting noise
  and everything went black.

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• Phase VII Example (cont.)
• When Ragtime Red arrived at her grandmothers
  house everything was quiet. She called out to her
  grandmother. Wolfhound Crackpot, dressed in
  grandmothers housecoat, called Ragtime Red back
  to the bedroom. When Ragtime saw her
  grandmother she was surprised. Her grandmother
  was oversized for her bed, and very hairy.
  Ragtime said she had brought her surefire tonic
  and Wolfhound waved Ragtime closer to the
  bedside. As soon as Ragtime came near, Wolfhound
  jumped up and started to chase her. Lucky for
  Ragtime she was a crosscountry runner and was
  able to stay ahead of Wolfhound.
• Also lucky for Ragtime was the fact that
  Woodcutter Wally was walking by. He heard
  Ragtimes hairsplitting cries and ran into the
  house. Woodcutter Wally, who was a quarterback
  for the football team, tackled Wolfhound to the
  ground. Then he and Ragtime tied him up and
  called 911. When the policeman arrived to take
  Wolfhound away, Ragtime demanded the whereabouts
  of her grandmother, etc

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Plan Evaluation
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Estimating Completion Date
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Estimating Completion Date

• Based on the trendline for Amelias progress on
  the DIBELS 3rd grade probes, program completion
  is estimated to be at week 9.