kyle carlin and tiffani long fort hays state university
TRANSCRIPT
Kyle Carlin and Tiffani Long
Fort Hays State University
Effective School Interventions: Interventions to Improve
Reading Performance
Purpose
• To improve reading accuracy and rate with easy-to-use paired reading procedures
Materials
• Reading material from class
• Timer with sound device
• Home-school communication form
• Session recording form.
Paired Reading
Parent Training• Training done individually or in small groups• Choose signal for independent reading (knock on the table,
raise finger, hand raise, etc.)• Demonstrate the procedures
• Talk to child about their day (warm-up)• Set timer for 10 minutes• Child chooses passage to read• Parent and child read simultaneously (duet reading)• When child makes an error, point to the error, say the
word correctly, have child repeat the word, and re-read the sentence• Errors include substitutions, omissions, additions, and
hesitations lasting longer than a count of three
Decoding and Word Recognition: Paired Reading
Parent Training• Demonstrate the procedures (cont.)
• After reading correction, begin duet reading again• When child gives signal to read independently, quietly praise the
child and give non-verbal approval while they read• Use the same correction procedures for errors• Praise the child for sounding out words and attempting difficult
words• End by briefly talking about what was read and praise them for
their efforts• Distribute reading materials for practice while going
around the room providing feedback• Ask parents to perform paired reading for a 10-minute
session, 4 days per week
Paired Reading
Implementation
• On Monday, send reading materials home to be completed during the week
• May also be used in the classroom by pairing higher performing students with lower performing students
Paired Reading
PurposeTo build decoding skills with an activity that
transforms one word into another by changing a grapheme at the beginning, middle, or end of the word.
Materials5 to 16 letter cards, one set per studentFlash cards for each word in the lessonA smiley face and question mark made out of
construction paper.Optional: whiteboards
Word Building
Word BuildingGo over the sounds of each students letter
cards. Pronounce a word and ask the students to
“build the word.” Have the students insert, delete, or exchange
specific letters to build a new word.After each word, have them read it out loud.
Part 1
Peer TutoringDivide students into pairs of similar reading
levels, and designate one to be the tutor.Each student should have a set of flashcards.Show the tutee the word, if pronounced
correctly place it on the smiley face, and if incorrect place on the question mark.
If neither tutor nor tutee know the word, just have them set it aside.
Part 2
Sentence ReadingWrite sentences on the board that contain
many of the words the students have been working on decoding, and others that can be decoded based on the skills learned up to this point.
Sentences should be fun and silly. “Did Tip sip and slip?” “Hot Spot does not sit on a Pot.”
Call on students to read the sentences out loud reminding and encouraging them to sound out each letter.
Discuss the meaning of the sentences.
Part 3
Pseudo word listHave a list of pseudo words and see how the
class does on pronunciation.Quizzes
Compare quiz scores before and after the lesson.
R-CBM fluency and comprehensive scores
Observation/Evaluation
Purpose
• To improve reading fluency by providing opportunities for structured oral reading practice within a paired learning framework.
Materials
• Timer, • watch or clock with
second hand, • reading materials, • Graph paper, • Chart listing error
correction procedures,
• Score cards, • Chart with
comprehension questions.
Partner Reading
Preparation
• Administer Reading CBM or Calculate reading scores from past several weeks of class
• Rank the students by reading level• Divide list in half, and pair up students
by position on the lists. (example: #1 on list A and #1 on List B) May have to adjust for compatibility
• Assemble materials
Partner Reading
Training• Tell class that they will be practicing reading in pairs• Hand out reading materials and indicate type of timer that will be
used• Demonstrate a Partner Reading session
• Partner 1 reads for 5 minutes while Partner 2 follows along and keeps time. (If passage is complete before time runs out, student starts again). Then Partner 2 reads the same passage, which Partner 1 follows along and keeps time.
• If the reader misreads, skips, or does not know a word, the tutor points to the word and says, “Stop. You missed this word. Can you figure it out?” If the reader figures it out, the tutor has the reader re-read the sentence. If the reader does not figure out the word, the tutor tells the reader the word and has the reader re-read the sentence.
• If the reader adds a word, the tutor points out the mistake, and has the student re-read the sentence.
• Points are earned for each sentence read correctly. Tutor keeps track of points by crossing a number off the score card after each completed sentence
Partner Reading
Training• After tutoring, students take turns conducting 1-
minute timings and graphing their words-read-correct-per-minute (WCPM) rates. Partner 1 reads for one minute while Partner 2 keeps time, then records performance on graph paper. Partner 2 then repeats the brief assessment.
• Conduct three classwide practice sessions• 1st session – Partner reading, no correction, no
assessment• 2nd session – Partner reading with correction, no
assessment• 3rd session - Partner reading with correction and
assessment
Partner Reading
Implementation
• Have students report their score to determine team scores at the end of each week. The winning team is announced and applauded.
• Create new pairs every 4 weeks.• Can add comprehension component
by having students ask Who?, What?, When?, Where?, Why? After assessment portion.
Partner Reading
PurposeTo improve word identification skills in content
area textbooks with a strategy for pronouncing and recognizing complex multisyllabic words.
MaterialsCurrent classroom reading material in the
content area. (social studies or science textbooks)
Chart listing common prefixes and suffixes.Chart listing DISSECT stepsChart listing the rules of Twos or ThreesDictionaries
DISSECT: The Word Identification Strategy
Point out all of the charts: DISSECT, Rules of Twos or Threes, and Prefixes and Suffixes
Discuss importance of good reading skillsDescribe and demonstrate the seven strategy
steps, DISSECT, and explain the word- “to separate into parts”
Discuss when you can apply the strategy (homework and leisure reading)
Write a multisyllabic word on the board and demonstrate the entire strategy.Use a think-aloud procedure
Select other multisyllabic words and select students to demonstrate
Introduction and Training
ImplementationDuring social
studies or science lessons, review the strategy when introducing new vocabulary.
Provide time for students to apply the strategy during class assignments.
Compare reading accuracy percentage scores before and implementation.
Compare average grades on content area quizzes before and after implementation.
Compare R-CBM fluency and comprehension scores before and after implementation.
Observation/Evaluation
Purpose
• To enhance reading fluency and comprehension by discussing key vocabulary words and providing an opportunity for students to hear what they will read prior to independent reading
Materials
• Watch with second hand
• Reading materials• Set of 5-8
comprehension questions for each passage
• Notebook
Listening Previewing with Key Word Discussion
Preparation
• Administer Reading CBM or Calculate reading scores from past several weeks of class
• Match higher performing readers with lower performing readers
Listening Previewing with Key Word Discussion
Training• Explain to the students that they will be working in pairs
to improve reading and learn new words• Demonstrate
• Higher reader reads the first paragraph while lower reader follows along, then switch roles
• As one student reads, the other corrects errors (substitutions, omissions, additions, and hesitations more than 4 seconds)
• When making pairs, give the higher and lower readers a designation (red reader and blue reader) to ensure that the high reader always reads first.
• Conduct a practice session while you observe and provide feedback
Listening Previewing with Key Word Discussion
Implementation• At beginning of reading period, write 10-12 key words from
the reading selection on the blackboard and add them to the word wall.
• Read the words, one at a time, after each word have the class repeat the word, and discuss the meaning.
• Read the selection, while students follow along.• Have student break into assigned pairs, and read how they were
trained• After reading, hand out a worksheet containing 5-8
comprehension questions to be completed, individually or as a team.
• Review the questions as a class, and have students self-correct.
Listening Previewing with Key Word Discussion
PurposeTo improve decoding skills by teaching
students a five-step syllable segmentation strategy.
MaterialsWord cards, consisting of four sets of 25
multisyllabic words written on index cards, one set per student.
Sheets of paper listing the words in each set, one sheet each per student
Graphosyllabic Analysis: Five Steps to Decoding Complex Words
Step 1: Read the word aloudStep 2: Explain the word’s meaningStep 3: Orally divide the word into syllablesStep 4: Match the pronounced form of each
syllable to its spellingStep 5: Blend the syllables to say the whole
word
Intervention Steps
Step 1: Read the word aloudDisplay a multisyllabic word on the chalk
board and pronounce it:“Finish”
Step 2: Explain the words meaningAsk the students to
give the words meaning and provide corrective feedback if needed:“Finish means to
complete a task.”
Pronounce each syllable aloud while raising one finger at a time to count the syllables:“Fin-ish”
Explain the one-vowel, one-syllable rule:“Every syllable contains a vowel. The word
finish has one vowel in each syllable, i in fin and i in ish.”
Distinguish incorrect from correct segmentations:“Each letter can only go in one syllable. I can’t
divide the word as fin-nish. There is only one letter n, so it can only go in one syllable.
Step 3: Orally divide the word into syllables
Pronounce each syllable aloud while you use your thumbs to expose each syllable in turn while covering the other letters:
Fin-ish
Step 4: Match the pronounced form of each syllable to its spelling
Moving your finger from left to right, slowly blend the syllables to pronounce the whole word.
Present another more complex examples, like violinist, and guide students through each step.
Step 5: Blend the syllables to say the whole word
Compare reading instructional levels before and after implementation.
Compare R-CBM fluency and comprehension scores before and after implementation.
Observation/Evaluation
Purpose
• To improve reading comprehension by providing a visual framework and strategy for analyzing, organizing, and remembering story information
Materials
• Reading Materials• Story Map
Template• Overhead version
of the template (optional)
Story Mapping
Preparation
• Determine the reading levels of all students in the class by analyzing classwork or by assessing students’ comprehension skills
• Assemble materials
Story Mapping
Introduction and Training
• Select material at the level of the weaker readers in the class and have the students read it silently
• Phase 1: Modeling• Tell the students that they are going to learn the parts of a story• Display the story map template and explain each element• Help students understand how elements are related• Using think-aloud procedures, identify the elements in the story the students have
just read.• Phase 2: Guided Practice• Handout copies of the story map, have the students read another story, and fill in the
story map independently• Call upon students to identify story elements, respond positively to contributions and
encourage participation, explain why answers are correct or incorrect• Record responses on the displayed template
• Phase 3: Independent Practice• Have students read silently and complete their story map independently either as
they read, after they read, or a combination of the two• Provide assistance and feedback, but do not have students respond as a group
Story Mapping
Implementation
• Have students read silently and fill in story maps during or after reading
• Review student responses during class and have students make corrections
• Identify reading assignments that story mapping could be used with.
Story Mapping
PurposeTo increase students’ ability to solve math
word problems using self-regulated strategy instruction.
MaterialsMath folders containg:
FAST DRAW strategy stepsSelf-monitoring strategy check off sheetMath word problem worksheetsColored marking pens and highlighters
Fast Draw: Improving Math Word Problem Solving w/ Strategy Instruction
Stage 1: Introduction and Initial Group Conferencing
Stage 2: Preskill DevelopmentStage 3: Discussion of the FAST DRAW
Strategy and Self-Regulation ProceduresStage 4: ModelingStage 5: Mastery of the Strategy StepsStage 6: Collaborative Practice with Self-
InstructionsStage 7: Independent Performance
Intervention Steps
Stage 1: Introduction to Initial Group ConferencingExplain to the
students they will be learning a strategy called FAST DRAW to help solve math word problems.
Discuss the reasons why it is important to be able to solve math word problems in the future.
Use manipulatives and simple problems to demonstrate relationships found in addition and subtraction problems:In relation to the action implied in the word
problem:For addition, objects are put together; for
subtraction, they are separated or removed.In relation to the size of an answer:
For addition, the largest number in the problem will get larger; for subtraction, it will get smaller.
Conduct a class wide practice with each concept.
Stage 2: Preskill Development
Give each child a card listing the 8 strategy steps and the FAST DRAW mnemonic for remembering the steps.
Discuss how and why each step is used in solving word problems
Discuss the importance of using self statements while applying each stepMakes the statement more specific for each
problem.
Stage 3: Discussion of the FAST DRAW Strategy and Self-Regulation Problems
Model the use of the strategy by using these instructions: Problem definition: “What is it I have to do?” Planning: “How can I solve the problem?” Strategy Use: “FAST DRAW will help me remember all
the things I need to do to solve a word problem successfully.”
Self-Monitoring: “I can check off the steps of the strategy as I complete them so I can remember what I’ve done.”
Self-Evaluation: “How am I doing? Did I complete all the steps?”
Self-Reinforcement: “Great, I’m half way through the strategy”
Have the child record examples of statements for each of the categories.
Stage 4: Modeling
Divide the class into pairs until they have memorized all 8 steps of FAST DRAW and several positive self-statements about solving math word problems.
Stage 5: Mastery of the Strategy Steps
Distribute the first type of word math problems to the pairs of students.
Move around the room as the students are working and ask questions about what they are doing in regards to the 8 steps.
Exchange papers when complete and go over the answers as a class.
Move to the next type of word math problem.
Stage 6: Collaborative Practice with Self-Instructions
During math instructional period, remind students to use the strategy and self instructions.
Return to collaborative practice stage until they demonstrate mastery again.
Stage 7: Independent Performance
Compare individual student and/or class average percent-accuracy scores on word problem-solving tests before and after implementation.
Observation/Evaluation
Purpose
• To improve reading comprehension and fluency by providing a sequence of structured activities within a paired learning framework
Materials
• Watches or clock with second hand
• Reading materials• Error prompt
cards• Procedure prompt
cards• Weekly score
cards
Peer-Assisted Learning Strategies in Reading – PALS-R
Preparation
• Administer Reading CBM or Calculate reading scores from past several weeks of class
• Rank the students by reading level• Divide list in half, and pair up students by
position on the lists. (example: #1 on list A and #1 on List B) May have to adjust for compatibility
• Assign each pair to one of two teams• Assemble materials
Peer-Assisted Learning Strategies in Reading
Training
• Tell the class they will be practicing reading in pairs and working as a team to help everyone become better readers
• Guide two students through the three activities, introducing one activity per week over three weeks
Peer-Assisted Learning Strategies in Reading
Training• Activity 1: Partner Reading with Retell
• Distribute reading materials, prompt cards, and score cards to student pair. When signaled, Partner 1 reads aloud for 5 minutes while Partner 2 follows along. After 5 minutes, partners switch roles
• Tutors corrects 4 errors: misread words, omitted words, 4 second pauses, and added words• If reader makes one of first 3 errors, tutors says, “Stop. You
missed that word. Can you figure it out?” If reader cannot figure it out, tutor provides word. Reader re-reads the sentence after every error.
• If reader adds a word, tutor says, “Stop. You added a word. Can you figure out what word you added?” If reader cannot figure it out, tutor identifies addition. Reader re-reads the sentence after every error.
• After both students read, for 2 minutes Partner 2 retells in sequence what has been read. Partner 1 may prompt by asking “What did you learn first? Next?” Re-reading passage is not allowed
• Points are recorded by the tutor and are earned for each completed sentence. The retell is worth 10 points
Peer-Assisted Learning Strategies in Reading
Training
• Activity 2: Paragraph Shrinking• Partner 1 begins reading where Partner Reading ended, tutors
continue correcting errors, but award no points• At end of each paragraph, tutor asks:
• “Who or what was the paragraph mainly about?”• “Tell the most important thing about the who or what?”• The reader summarizes the paragraph in 10 or fewer words
(subjects always count as only one word)• If tutor thinks that reader has made a summary error, the tutor
says, “That’s not quite right. Skim the paragraph and try again.” If the reader cannot get right answer, the tutor provides it
• If error is due to too many words, tutor says, “Shrink it.”• After 5 minutes, students switch roles, with Partner 2 reading
new material• Points are awarded for correctly identifying the subject, stating
the main idea, and using 10 words or less (3 total points).
Peer-Assisted Learning Strategies in Reading
Training
• Activity 3: Prediction Relay• This activity extends the Paragraph Shrinking activity to
larger sections of text and requires students to make and confirm or disconfirm predictions
• The reader predicts what will be learned in the next half page of text
• The reader reads the half page of text aloud while tutor follows along and corrects errors
• The reader confirms or disconfirms the prediction• The reader summarizes the half page into 10 words or less• The reader then makes a prediction about the next half page
of text. If tutor does not think the prediction is reasonable, they instruct the reader to make a new prediction
• Points are earned for a reasonable prediction, reading the half page, accurately confirming or disconfirming prediction, identifying the subject, the important thing about the subject, and using 10 words or less.
• After 5 minutes, partners switch role with Partner 2 reading new material.
Peer-Assisted Learning Strategies in Reading
Implementation
• At beginning of each session, identify pairs and teams.
• Handout reading materials, score cards, and prompt cards and indicate how time will be kept (clock or watches)
• Move around the room during session, give bonus points for cooperative behavior and accurate tutoring procedures. Collect materials at end of session
• At end of the week, have pairs report their score and add up team’s points on chalkboard. Have class applaud winning team.
• Create new pairs and teams every 4 weeks.
Peer-Assisted Learning Strategies in Reading
PurposeTo improve reading fluency with a simple
tutoring procedure that can be delivered by parents.
MaterialsReading texts or copies of classroom reading
materialsTimerNotebookScratch paperHome reading surveyHome tutoring logSmall rewards
Parents as Reading Tutors (PART)
Training can be conducted in an individual, small-group, or large-group format. Encourage parents to bring the child.
Select a passage from the materials sent from school. Sit beside the child so you can both see the passage and set the timer for 10 minutes.
When an error is made, point to the word, pronounce it, have the child pronounce it, and then reread the sentence. Errors are defined as 1. substitutions, 2. omissions, 3.
additions, or 4. hesitations lasting longer than 4 seconds.
After tutoring for 4 minutes mark the farthest point of progress and have the child continue reading from the beginning to that point for the remaining 6 minutes.
Parent-Child Training
“Parent Check”Time for one minute having the child read from
the beginning, keeping track of the errors but not correcting them.
Figure out the words read correctly per minute (WCPM) and graph it.
Distribute the appropriate reading level material to each parent-child, or parent-parent, pairs and have them practice.
Parent-Child Training cont.
Each Monday, send home a set of tutoring materials. Ask Parents to use the procedure 4 days a week, 10 minutes per session.
Also send home a tutoring log to be returned the following Monday completed. Provide rewards for completed logs to enhance motivation.
Implementation
Compare R-CBM fluency and comprehension scores for the target students before and after the implementation.
Compare percent-correct scores on reading skill exercises, quizzes, or end of the unit tests for the group of target students or the entire class before and after implementation.
Compare responses on the home reading survey for the group of target students before and after implementation.
Observation/Evaluation
Purpose
• To enhance motivation and productivity during independent reading periods with a partner reading procedure
Materials
• Reading materials• Brief comprehension
quiz for each student• An opaque jar that
contains slips of paper numbered from 25% of the class to 75% of the class (ex. 20 students, numbered from 5-15
• Notebook or folder with paper
Motivating Reading Performance with Paired Reading and Randomized Group Contingencies (MRPwPRaRGC)
Preparation
• Identify students who are higher or lower level readers
• Assemble materials• Separate students into pairs, with lower
readers pairing with higher readers that can assist them with decoding and comprehension
• Give each pair reading materials at the level of the lowest reader.
Motivating Reading Performance with Paired Reading…(MRPwPRaRGC)
Training
• Tell the students they will be playing a tutoring game to help everyone become better readers
• Tell students that the class will receive a reward (ice cream party, etc.) if every student meets the criterion (pass one quiz, etc.).
• Show the class the jar, and explain that every Friday you will pull out a piece of paper with a number on it. If the total number of passed quizzes that week is equal to or greater than the number on the paper, then the students receive an activity reward (30 minutes of extra recess, etc.).
• Demonstrate reading procedures with a student• Student 1 reads a page while Student 2 follows along and assists
with hard words, then Student 2 reads a page• When the students complete the book or chapter, they take a
brief quiz over the material• Discuss how partners can assist each other, such as providing
unknown words, encouraging sounding words out, etc.• Assign students to pairs and begin implementation
Motivating Reading Performance with Paired Reading…(MRPwPRaRGC)
Implementation
• At beginning of tutoring session, assign pairs and distribute reading materials
• Handout quizzes when partners finish reading. Grade them quickly and return them to the students.
• On Friday, announce the number of quizzes passed and draw a slip of paper. If criterion is met, give students the reward
• On Monday of the 3rd week, and each week after, in private, remind students that have not passed a quiz in the grading period that they need to in order for the class to receive the reward. At the end of the grading period, provide the reward if the criterion was met
• As students become more successful, replace lower numbers in the jar with higher numbers.
Motivating Reading Performance with Paired Reading…(MRPwPRaRGC)
Purpose To improve reading vocabulary by increasing
opportunities for students to practice academic material in the context of an interdependent group contingency.
Materials List of vocabulary words Vocabulary quizzes Index cards Dictionaries List of student names with columns for stars or checks Small and large gold stars
Peer Tutoring in Vocabulary
Explain to students that will be working in pairs to help them learn more vocabulary words. They will have opportunities to ear homework passes (or whatever reward).
Allow 30 minutes for the initial training session, with 20 minutes for demonstration and modeling and 10 minutes for class wide practice.
Introduction and Training
On Monday distribute the list of vocabulary words and assign tutoring partners.
Have one of the students write a word on one side of the index card and the definition on the other. The partner should be making sure it is correct and legible.
Tuesday, conduct a whole-class review of the definitions.
Have the tutoring partners practice the definitions by showing each other a card and having them tell the definition, for 20 minutes.
Administer a vocabulary quiz. When both tutoring pairs receive 3 consecutive scores of 90 percent or higher, reward them with a homework pass.
Once most pairs have received an award you can move to weekly quizzes rather than daily.
Implementation
Compare percent-correct scores on weekly quizzes and/or class average percent-correct scores before and after implementation.
Compare VM-CBM percent-correct scores before and after implementation.
Observation/Evaluation
Purpose
• To improve speed and accuracy with math facts with a peer tutoring procedure combining explicit timing, immediate response feedback, and overcorrection.
Materials
• Stopwatches• Math Flashcards• Red and Green paper
circles• Assessment sheet (same
problems as flashcards)• Assessment answer sheets• Red marking pens• Scratch paper• Posterboard with track
broken into segments• Folders with graph paper
Improving Math Fluency with a Multicomponent Intervention
Preparation
• Determine mathematics abilities of each student
• Assemble materials
Improving Math Fluency with a Multicomponent Intervention
Training
• Explain to class that they will be working together to improve math skills and display the racetrack chart.
• Demonstrate the tutoring procedures with a student.• Each tutoring pair gets a stack of flashcards, a red and a green circle, and
2 assessment sheets• Tutors show the tutee flashcards for 2 minutes while tutee responds aloud• If correct, the tutor says, “Correct” and places the card on the Green
circle, and goes to the next flash card• If incorrect, the tutor says, “Incorrect, the answer is ____,” places the card
on the red circle, and the tutee write the problem and answer 3 times on the scratch paper.
• Students switch roles after 2 minutes.• After both tutoring sessions, the pair sets their stopwatch for 1 minute
and each completes their assessment sheet independently.• Students then score their sheets with a red pen, or the teacher can score
them• Select two more students to demonstrate the procedures while you provide
encouragement and feedback• Conduct class-wide practice until all pairs can perform the steps correctly.
Improving Math Fluency with a Multicomponent Intervention
Implementation
• Select student pairs• Provide a brief review of math skills taught
that week• Have students work as trained• Collect sheets and calculate the class
average• Return sheets at next session so students
can review and graph their progress• Announce the class average and have a
student mark the progress on the track. Criterion can be set for rewards if desired.
Improving Math Fluency with a Multicomponent Intervention
Purpose To improve mathematics performance and engagement
during math instruction with peer tutoring, group rewards, and self-management procedures.
Materials Reinforcement Menus with activity rewards Team score cards Flash cards with math problems printed on front Happy face stickers Worksheets with four sections: Try 1, Try 2, Help, and
Try 3 Instructional prompt cards Quizzes
Reciprocal Peer Tutoring in Math
Divide the class into pairs with each pair receiving a Reinforcement Menu.
Have a brief meeting with each pair to set a realistic goal for that week.
Have them record there goals and the prize they will choose if they reach that goal.
Introduction and Training
For the first five minutes, conduct a review, or skills drill. Begin the RPT-M drill by passing out the flash cards. The
designated tutor shows the first flashcard and the tutee answers in the “Try 1” section.
If they reach the “Help” section, the teacher works the problem step by step, and then has the tutee work the problem again in the final section, “Try 3.”
After 10 minutes the tutor and tutee switch roles. After the second session of tutoring hand out a problem
drill sheet and have the students work on it on there own. Have them trade papers and score the drill sheets. Let the team pairs figure out if they reached there goal
giving praise to those that have, and encouraging those that did not to keep practicing.
Implementation