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American College of Education *

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Sociology

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Apr 3, 2024

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2 Prescriptive Intervention for Reading Difficulties Name: Rachel Bassingthwaite Phase I – Diagnostic Plan for Neal Introduction Educators are tasked with teaching all their students at what ever level they are at. In order to provide the best education a teacher needs to know exactly where a student is at in order to help make up any deficits and growing the student in all areas. To see where a student is at the teacher must perform a diagnostic set of assessments for the student as well as take into account what they have learned in all areas of their life past and present. This diagnostic plan will help find where a student is struggling and show you exactly what interventions need to be done to help them. Information Student Name: Neal Grade: fourth Age: 9-10 Background School. Neal can struggle to stay focused during long periods of time in class. He really enjoys helping others in class. He started at this current school in second grade when his further transferred to town for a new job position. He has great hand eye coordination making him a wonderful athlete who his classmates see his talent and often choose him first in sporting teams. Home. Neal shares a room with his younger brother who can keep him up at night due to his crying. This lack of sleep can make school more challenging, especially in regards to focus. He also moved schools during his second grade year of school which most likely had some interruptions in his learning. Neal has had allergies that have lead to eye problems and chronic headaches. Current Behavior © 2016 American College of Education

3 Prescriptive Intervention for Reading Difficulties School. Neal’s current teacher describes him as a fidgeter, with oral needs, who has troubles with organizational skills in regards to his writing. He continues to enjoy helping out his peers, this is a great way to motivate him. As stated in his background, Neal has recently moved and could use some emotional support from a trained staff member along with any accommodations the staff member sees fit. Home. Neal’s mom describes him as an active child who does not enjoy sitting still. Instead Neal love to be involved in large body movements in sports. His mom notices that he struggles the most with his writing from what she sees and here’s from the school. Mom acknowledges that the move has been hard on him and may contribute to some of his current struggles/ Assessment Information Pre-Assessment Results Listening Level: Passage Form: ___ A ___ Results: ___ 5.0 ___ (Listening) Present Standardized Reading Score: 2.8 (end of year, second grade) 3.2 (end of year, third grade) © 2016 American College of Education

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4 Prescriptive Intervention for Reading Difficulties IRI Results: (Posted as grade levels OR include the IRI summary page) Word List Form: ___2____ Results: Level 1 90% Level 2 80% Level 3 70% Level 4 55% Passage Form: ___B___ Results: _______ (Oral) Passage Form: ___N/A___ Results: ___N/A___ (Silent) Overall: Frustration Level: __4__ Instructional Level: __3__ Independent Level: _2_ Miscue Analysis Results: Mispronunciation: 4 Substitution: 6 Insertion: 2 Omission: 4 Reversal: 2 Repetition: 8 Refusal to Pronounce: 0 Observation Comments: Of the 26 miscues that were observed while Neal read, five miscues were self-corrected. 20 of the miscues also changed the meaning of the passages that were being read, which skewed Neal’s comprehension of the text. Neal was observed favoring substitution and repetition, which is a sign that he may be reading too quickly. Neal should slow down and look at the whole word and not just the smaller parts (prefix, root, suffix). Neal also does not recognize grade level sight words and struggles with r-controlled vowels. © 2016 American College of Education

5 Prescriptive Intervention for Reading Difficulties Comments: Since Neal is still in need of some assistance to reach full-alphabetic phase, since he struggles with multisyllabic words, prefixes, suffixes, and recognizing sight words on grade level, instructional strategies must be developed. As a result of his allergies and recent move, he should also have an annual eye exam to determine if his vision has changed, which could also affect his reading. In order to help him improve his reading skills, he should also have extra practice time. In addition, his teacher should focus on reinforcing his understanding of the concepts he is struggling with and helping him apply them to his reading. Finally, he should be monitored regularly for progress. Handwriting Sample: Handwriting is observed to be a mixture of uppercase and lowercase letters. Some words can be described as being “etched” into the paper while others are running off of the paper. Chunking Size: During the oral assessment, Neal scored a 6 due to his fantastic long-term memory skills. Thinking Style: Mental speaking? Y N Visualize pictures? Y N Combination? Y N Problem Solving: Neal struggles to problem solve as he attempts to recall story elements to answer questions. Other Tests: (Type and results) N/A Preliminary Summary As a result of analyzing word lists and miscue analyses, Neal has difficulty identifying and recalling prefixes and suffixes. The miscue analysis shows that Neal does not use a lot of self-monitoring skills while reading. Neal's word recognition dropped dramatically when he was given third-grade words. Because he struggled with sight words and r-controlled vowel sounds in that grade level, phonics became less important. He has near-perfect listening comprehension and is on a fifth-grade level. © 2016 American College of Education

6 Prescriptive Intervention for Reading Difficulties Phase II – Prescriptive Intervention Target Area 1: Word Identification Strategy A: Text Talk Strategy - A Text Talk project involves reading, discussing, and wrapping up a story before giving direct instruction on vocabulary words. In order to introduce word meanings in a meaningful way, the teacher would need to provide a strong context to introduce them. It issuggest, however, that when a word was important to understanding the story, the teacher should briefly explain it to the students. Strategy B: Rhyming/phonemic awareness - The alphabetic principle can only be understood by children who can identify rhyming words and make their own rhymes. To reach this understanding, children need to learn to identify rhyming words and how to create their own rhymes. Further, students learn that a sentence is made up of separate words, that words are composed of syllables, and that words are composed of sounds that can be separated and manipulated in many different ways. Furthermore, the students learn that it is possible to reassemble sounds that have been separated (or segmented) from words in order to form new words. Standards Addressed: CCSS.ELA-Literacy.RF.4.4- Read with sufficient accuracy and fluency to support comprehension. Target Area 2: Phonics Strategy A: Matching Books to Phonics Features - The matching of books with phonics features provides Neal with the opportunity to apply his understanding of phonics in context as well as reinforcing phonics instruction. When selecting texts (books, stories, and poems), the teacher will make sure to choose texts with a high number of words that Neal can decode. Strategy B: Phonics in Motion - KMP (kinesthetic motion for the phoneme) for every r- controlled vowel. Neal needs to learn the different KMPs, teach him the poems, songs, and authentic language so he can practice them. Through the use of KMPs, Neal will get to use his strength in large motor movements and be able to gain a lot of knowledge about how sounds are produced. Neal can hear, see, and feel the sounds they produce. As a result of their similarity, it is particularly important to be able to distinguish these sounds. The main goal is to engage Neal in learning as much as possible. Standards Addressed: CCSS.ELA-Literacy.RF.4.3.a- Use combined knowledge of all letter-sound correspondences, syllabication patterns, and © 2016 American College of Education

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7 Prescriptive Intervention for Reading Difficulties morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. ______________________________________________________________________ Target Area 3: Comprehension Strategy A: Active Reading - In order to improve memory and comprehension of text, Neal will work on generating questions as he reads; creating mental images that represent text ideas; summarize and analyze stories read into story grammar components of setting, characters, problems encountered by characters, attempts at solutions, successful solutions, and endings. Strategy B: To use Neal's knowledge to help him understand what he is reading. An individual's background knowledge consists of his experiences in the world (including what he reads) and his concepts of written texts, including word identification, print concepts, word meaning, and how text is organized. In order for readers to comprehend what they read, their existing knowledge is crucial. Standards Addressed: CCSS.ELA-Literacy.RL.4.1- Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Summary for Phase I & II Based on the data and background of Neal that was provided a lot of data was gathered and based on that data straggles in three areas to help Neal were established. He needs help in the areas of word identification, phonics, and comprehension.Some of these skills and strategies will be able to be taught large group and others will need to be worked on in small group or one-on-one teachings. With these strategies his reading skills should improve. One of the strategies incorporates large motor strategies and that along with adding to his knowledge and abilities school should become more manageable and enjoyable for Neal. © 2016 American College of Education

8 Prescriptive Intervention for Reading Difficulties References Chard, D., & Osborn, J. (n.d.). Phonics and Word Recognition Instruction in Early Reading Programs: Guidelines for Children with Reading Disabilities | Reading Rockets . Www.readingrockets.org. https://www.readingrockets.org/topics/ phonics-and-decoding/articles/phonics-and-word-recognition-instruction-early- reading Kean, R. (2022, July 5). How To Teach R-Controlled Vowels To Kids. Phonics in Motion. https://phonicsinmotion.com/how-to-teach-r-controlled-vowels-to-kids/ © 2016 American College of Education

9 Prescriptive Intervention for Reading Difficulties Phase III. Post-Assessment (Module 5) Direct Intervention Insert additional lines as needed. Assessment Information In a brief, narrative format, address the following questions: • Using observation, what was the learner’s responses to the selected strategies used for target areas? What changed? What needs to change? • What future accommodations or recommendations would you make to the classroom teacher? Reflection In a brief narrative, describe the changes in your thinking regarding the diagnostic, prescriptive process in relation to reading intervention. • What have you learned which will change your instructional practice? • How does this relate to the development of the dispositions in relation to your professional development? Date Setting Time Intervention Strategy Learner Response © 2016 American College of Education

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