Mallory Nasatir Instructional Program for Sight Words Context for Instruction: The student I am working with is a third

grader who receives extra support in reading. The assessment and instruction will both occur during and after a one-on-one Fountas and Pinnell Leveled Literacy Intervention, which is from 9:45-10:15. The materials for instruction include books from the Leveled Literacy Intervention, word work from the Leveled Literacy Intervention, whiteboards and dry erase markers, word cards, and magnetic letters. Program Objective: During a one-on-one reading intervention session, using the Fountas and Pinnell Leveled Literacy Intervention as well as extra instruction with sight words, the student will know the Dolch sight words through grade two with 100% accuracy for two consecutive probes. Generalization: One concern I have is whether or not the student will generalize the words that we are working on to recognizing those same words while reading passages and books. I will use teaching sufficient exemplars. I will teach the word on its own, in books, in sentences, and on word cards at the same time. I will even point out the word if we see it on a poster. This will address the concern that the student will not generalize the words in different contexts that he sees the words in. Another concern I have is whether or not the student will generalize across different environments, such as the classroom and at home. I will tell the teacher what what words we are focusing on so that she has the ability to reinforce those words. I will send home activities to do at home using the words we are working on. This is not necessarily going to work since I will not know if the teacher or family is working on this with the student. However, it gives the opportunity for the student to use this new skill in these different contexts. Rationale: Increasing the students sight words will help the student to read more fluently. This will naturally increase the speed at which the student reads as well as expression and understanding. This is very important. The student is already very behind. Reading will help the student in every aspect of his life and this is a very important skill to improve. Assessment Procedures: 1.Give the student the pre-primer list of words 2.Ask the student to start at the top and read down the columns 3.Mark the words correct/incorrect on the score sheet as the student goes, write comments if useful 4.Repeat steps 1-3 with the primer list through the second grade list 5.Tell the student when he is done and tell the student that he did a nice job Assessment Schedule: A probe will take place every fifteen sessions.

Instructional Procedures: I will be using the following time delay procedures with various activities. Activities: Reading sight words, repeating sight words, finding sight words in text, reading sight words upon request in text Constant Time Delay Procedures: Zero Second Delay Trials 1. Give Sd to begin task (Sd= word on word card, word in text, word on white board, etc.) 2. Immediately after presentation of the Sd, provide the answer 3. As the student repeats the correct answer, provide verbal reinforcement (correct), mark a check mark on the correct spot on the data sheet, and move to the next word 4. Move through the group of words that are being introduced or reviewed at least two times or until instructional period ends 5. Use zero second time delay for every presentation each day for the first two days of instruction, then move to four second time delay. Four second time delay 1. Give Sd to begin task (Sd= word on word card, word in text, word on white board, etc.) 2. Wait up to four seconds after presentation of Sd for the student to respond a. If the student responds correctly within four seconds, provide verbal reinforcement (correct), mark a plus on the data sheet b. If the student responds incorrectly within the four seconds, give the correct answer, and have the student repeat it. Record a minus on the data sheet. c. If after four seconds, the student does not give a response, provide a prompt (the answer). As the student repeats the correct answer, provide verbal reinforcement, and mark a check on the data sheet. I will use four second time delay for each presentation each day until the student masters the sight words through grade two on the Dolch list. Reinforcement: The student receives reinforcement each time he gets a sight word correct by the instructor saying Good you got that one right or Yes, ____ with the word he got in the blank. The student also receives reinforcement after each session by the instructor saying Good job with your sight words today. Maintenance: In order to help the student retain the skill, we will do a lot of review with the same sight words over many days. The student will also receive natural support with sight words because he will see these words all the time during the day and in our books.

Research Rationale: Knight, M.G., Ross, D.E., & Taylor, R.L. (2003). Constant Time Delay and Interspersal of Known Items to Teach Sight Words to Students with Mental Retardation and Learning Disabilities. Education & Training In Developmental Disabilities, 38(2), 179191. This research found that for both groups of students, constant time delay helped students learn sight words more efficiently than other methods. Although, for students with learning disabilities, they found that other methods could help students learn sight words just as accurately, although less efficiently. My student has not been tested for a disability, but he is in third grade and struggling with a first grade reading level. Efficiency is very important for this student, and the efficiency of a constant time delay was shown to be more efficient over all of the students from this study. Wolery, M., & And, O. (1990). Use of Choral and Individual Attentional Responses with Constant Time Delay When Teaching Sight Word Reading. Remedial and Special Education (RASE), 11(5), 47-58. This research found that constant time delay works to teach students with mild disabilities sight words. My student is not diagnosed with any disability, but he is very behind and not functioning in the general education classroom very well because the curriculum is not tiered for him. Learning the sight words through grade two is of immediate importance. The research is showing that constant time delay is the most efficient and effective method for students who are struggling.