Charlie's Reading Intervention Plan

Jennifer Simonson
EDRD 6529
December 5, 2010
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My intervention plan will describe Charlie, a struggling, second grade reader. My plan

will include:

 Charlie's reading profile and my interpretation of his assessment data.

 The rationale for Charlie's multi-week plan.
 A description of his multi-week plan.
 Activities to be covered during our one-to-one or small group, pull-out instruction.
 The rationale supporting these lessons.
 A description of the final assessments that will document Charlie's reading
improvements.
Charlie

Charlie is a struggling second grade reader. He is in the "low" reading group. Charlie

quickly reads words he already knows but tends to stall when trying to sound out new words.

When he sees an unknown word, he makes a few attempts to read it but frequently gives up and

becomes frustrated This effects his comprehension of text. My concern for Charlie is, although

he has a good attitude about reading, he struggles will eventually change that, and he will fall

further behind. Fortunately, Caldwell and Leslie state, "A growing number of studies suggest

that early and intensive instruction can prevent reading difficulties for a large majority of

children." (Schudt Caldwell & Leslie, 2009) An intensive intervention plan, customized for

Charles' reading needs, will accelerate him to an appropriate reading level for his grade and

maintain his optimism about reading.

Data Assessment

Charlie's reading ability was assessed, based on his grade level (with the exception of the

Peabody Picture Vocabulary Test (PPVT) which uses age ), using measurement tools that

identified word identification, meaning, and fluency. The table below details the assessments

that were used, Charlie's score, and the interpretation of that score.
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Assessment Word identification Meaning Fluency Interpretation

Qualitative Reading Inventory-5
Grade 2 reading passage - The Lucky Cricket
Reading accuracy (out of 346 words) 38 errors 89% Frustration Level
Reading acceptability (meaning- 19 errors 95% Instructional Level
changing)
Comprehension
Retelling (out of 52) 9 units recalled 17% Frustration Level
Questions (out of 8) 3 of 8 correct 38% Frustration Level
Z-Test (out of 36) 24 errors 33%
-CVC words OK
-Trouble with blends, long vowels
Informal Phonics Inventory (IPI)
Consonant sounds (out of 20) 18 correct Mastery
Consonant digraphs (out of 5) 1 correct Systematic Instruction
Beginning consonant blends (out of 20) 4 correct (bl, cl, gl, Systematic Instruction
pl)
Final consonant blends (out of 12) 5 correct (bank, band, Systematic Instruction
bang, lift, list)
Short vowels in CVC words (out of 10) 7 correct Review
Silent e (out of 4) 0 correct Systematic Instruction
Long vowel digraphs (out of 10) 3 correct (heat, weed, Systematic Instruction
fee)
Diphthongs (out of 6) 2 correct (joy, oil) Systematic Instruction
R-controlled/r (out of 6) 1 correct (sir) Systematic Instruction
Fry Sight Word Inventory (out of 100) 72 correct 72% -Attend to missed
words.
Dynamic Indicators of Basic Early Literacy 28 WCPM At Risk
Skills (DIBELS) - Winter
Peabody Picture Vocabulary Test (PPVT) 63rd percentile Extremely low score-
Inadequate vocabulary
to comprehend test.

Charlie's Profile

Based on assessments, Charlie struggles with word identification (decoding), meaning

(comprehension), and fluency. Charlie knows letter names, the sounds that the letters represent,

and the different sounds that make up a word. Therefore, phonemic awareness is not an issue.

However, Charlie struggles to efficiently use letter and sound patterns and has difficulty

decoding unfamiliar words. Because of his ineffectiveness in decoding, Charlie does not fluently

read text and, as a result, does not attend to the meaning of what he has read (comprehension).

Charlie needs systematic instruction for word identification (letter-sound patterns and

decoding strategies), with the exception of consonant sounds and short vowel sounds in CVC
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words. However, since he is proficient in these two areas, it may be an effective place to begin

his word study. Charlie can review what he already knows while gaining confidence in his word

work.

Along with word identification, based on the feedback from the Dynamic Indicators of

Basic Early Literacy Skills (DIBELS), Charlie also needs to strengthen his reading fluency.

Caldwell and Leslie state,

"In order to be fluent, readers need three things. First, they must have a large store of
sight words, those that are automatically recognized from memory. Second, they must
have effective strategies for analyzing unfamiliar words. And third, they must understand
that they purpose of reading is comprehension, which allows them to read with
expression." (Schudt Caldwell & Leslie, 2009)

Based on his assessments, Charlie needs a fluency emphasis on developing his sight vocabulary,

decoding unfamiliar words, and attending to the meaning of the text (narrative or expository).

Including the study of sight vocabulary into his intervention plan, he will be able to better attend

to and comprehend the materials that he is reading once he has a better grasp of sight words.

Charlie scored at the frustration level for his reading for meaning (comprehension)

abilities. These low scores are supported by all of the assessments in which he took part. Since

he struggles with word identification and fluency, he is unable to grasp the meaning of what he

reads. Also, based on his score from the Peabody Picture Vocabulary Test (PPVT), his

inadequate vocabulary may prevent Charlie from fully comprehending the test.

Again, Charlie requires a systematic, reading intervention plan to prevent a further

decline of his reading abilities. Charlie is not a disabled reader. His strengths include: phonemic

awareness and an optimistic attitude about reading. His Quality Reading Inventory-5 (QRI-5)

scores in reading accuracy and acceptability are borderline in both frustration and instruction.
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However, he does require a one-to-one intervention program to get him up to speed with his

second grade peers.

The Rationale For Charlie's Multi-week Plan

My recommended plan for Charlie is a pullout, one-to-one or small group intervention

approach. The consistent, balanced structure of Charlie's individualized plan will include the

following components: word study (word sorts, word games, and spelling), fluency activities,

including reading easy and familiar material, reading aloud and guided reading (with the reading

specialist), and reading for meaning (comprehension) which includes oral and silent reading of

books appropriate for Charlie's age and interest level with frequent comprehension checks.

"...successful interventions all incorporate a balanced structure-that is, each lesson in some way

addresses word study, fluency development, and comprehension." (Schudt Caldwell & Leslie,

2009) Charlie's instruction will be in daily, forty minute sessions.

My rationale for Charlie's plan is supported by the scores of his assessment data. For

example, with the exception of consonant sounds and CVC words, Charlie's Informal Phonics

Inventory (IPI) and Z-Test scores support systematic phonics instruction. Providing Charlie with

one-to-one or small group word study instruction will provide clear and direct word study

instruction, develop his word recognition strategies, build on Charlie's phonemic awareness, and

will be integrated into his overall reading program. Charlie will use the Words Their Way

curriculum for his word study needs. Charlie's Word Study Plan is: consonants, consonant

digraphs and blends, short vowels in CVC words, long vowel digraphs, silent -e, r-influenced

(controlled) vowels, and diphthongs. This is also the curriculum his second grade peers are
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using and therefore when his word study skills are more developed he can easily integrate back

into daily class word work.

Reading fluency is the bridge between reading words and comprehending those words

being read. Charlie's score on the DIBELS assessment (28 WCPM) falls well within the "at risk"

category. Caldwell and Leslie argue, "Reading speed is rather an indicator of two things: that the

reader is able to recognize words automatically and that he or she can process meaning at an

acceptable rate." Charlie is not a fluent reader and therefore struggles to assign meaning to what

he is reading. Within his reading plan, he must have a fluency component to build the bridge

between the words he reads and their meaning. For example, Charlie's plan will include being

read aloud to, assisted reading (reading aloud together), echo reading, and paired reading

(possibly with an older student). These activities will support the development of Charlie's

reading fluency.

The rationale to include reading comprehension within Charlie's intervention plan is

supported by his "frustration level" score of both reading comprehension retelling and questions

assessments. Charlie will receive direct instruction in retelling narrative and expository text. He

will also learn comprehension strategies including prereading, active reading, and postreading.

The challenge in this portion of Charlie's plan will be to find text that reflects his current word

study, the inclusion of appropriate sight words (based on Charlie's Fry Sight Word Inventory

assessment), and incorporating Charlie's reading interests.

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Charlie's Daily Plan

During regularly scheduled class reading instruction, Charlie will receive either one-to-

one or small group, pull-out instruction based on his reading assessment needs. Daily, during the

forty minutes of instruction time Charlie will:

Review-10 min. Word Study-10 min. Fluency 10-min. Comprehension-10 min

-Review reading -Words Their Way- We will read aloud We will apply
homework Word work includes (together or comprehension
Sound Sorts (picture, individually) the strategies to either
-Reread reading word sorts, and blind daily reading and narrative or expository
passage or text from sorts), Pattern Sorts other easy to read, text. Strategies will
last session (word sorts), fun text. Reading include: prereading,
(assessing for Meaning Sorts will incorporate word active reading, and post
fluency). (concept sorts, study and high reading. We will also
spelling meaning frequency words. incorporate oral and
-Review word bank sorts), and Writing Charlie will also be written summaries,
words identified in Sorts. Other work exposed to fluent questioning, and
prior days reading. will include building readings either by reflections into our
word banks and word me, other students, or activities.
-Review word study hunts. books on tape.
words from previous
day. -Word study work
will begin with
consonant sounds.
Although Charlie is
at the mastery level
for this skill, it is
important for students
to begin their word
work with what they
know and are familiar
with.

Charlie will follow this schedule until his reading ability is assessed at the second grade level.

Again, it important that the structure of word study, fluency, and comprehension lessons are

maintained on a regular basis. "Student progress or lack of it is often a function of the class

structure as opposed to the class activities. That is, conflicting, variable, and unpredictable class
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structures may negatively affect student progress." (Schudt Caldwell & Leslie, 2009) Therefore,

Charlie is likely to be more successful if his intervention plan is structured and follows a

predictable sequence of events.

The Appropriateness of Lessons

The approach described in Charlie's Daily Plan supports the areas in which Charlie needs

additional reading assistance. Based on the interpretation of the QRI-5, Z-Test, the IPI, and Fry

Sight Word Inventory assessments, Charlie struggles with word identification which prevents

him from reading fluently and comprehending what he is reading. Therefore, daily word work

attending to phonics, vocabulary, and spelling instruction should enable Charlie to quickly

decode and identify meanings of words which will lead to better comprehension of the text.

Charlie scored 28 Words Called Per Minute (WCPM) on the DIBELS assessment. Due

to his challenges decoding, Charlie has difficulty fluently reading. According to McKenna and

Stahl, "When we consider fluency, we are interested in all three components: accuracy,

automaticity, and prosody." (McKenna & Dougherty Stahl, 2009) Since Charlie struggles with

decoding, he has challenges reading accurately with speed and expression. Therefore, he does

not fully comprehend what he reads. Daily work practicing fluency. Examples include: the wide

reading of an easy text, oral readings, read aloud, and teacher modeling of fluent reading.

Due to Charlie's struggles with decoding and fluency, he has difficulty comprehending

what he is reading. Based on his comprehension assessment, Charlie is at the "frustration level"

with both retelling of a story or reading passage and answering questions regarding the text that

he has just read. Additionally, Charlie scored at the 63rd percentile for his age on the PPVT text

which assesses his vocabulary knowledge. His low vocabulary knowledge also prevents him

from fully attending to the meaning of the text. Within the intervention plan, on a daily basis
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Charlie will be exposed to and will practice his developing comprehension skills, especially as

he strengthens his word identification and fluency skills. Based on the daily plan, he will be

exposed to narrative and expository text and will be taught, as well as modeled to him, the

strategies that will help him understand the meaning of what he is reading such as summarizing

and retelling what was read. He will also get experience answering questions pertaining to the

text. Overall, Charlie's daily intervention plan will address his reading needs based upon his

reading assessment information.

Progress Measurements

Charlie's reading progress will be assessed by his daily work and re-administering parts

of his original informal assessments as needed. As Charlie progresses through his daily work

and informal assessments are taken, I will have a good idea what instruction is working for

Charlie and what may not be building his reading skills. For example, Charlie's word study work

within the Words Their Way curriculum will be assessed as he moves from various word

patterns. If he cannot master his present level of work, he will not move on to the next level. No

matter the type of assessment, based on the feedback, I will adjust instruction to meet Charlie's

developing reading needs.

As needed, Charlie will be re-assessed using the Informal Phonics Inventory (monitoring

specific phonics skill acquisition) and the Fry Sight Word Inventory. In the Spring, I will use the

DIBELS assessment for fluency, and his comprehension will be assessed following progress

made within his word study and fluency work. The Z-Test may be re-administered to

demonstrate improved decoding skills as well as the PPVT to evaluate improvement in

vocabulary. The QRI-5 assessments may be used again, however, since Charlie tested at the
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89% level for reading accuracy and 95% level for reading acceptability. It may not be necessary

to subject him to another assessment.

The goal of the assessments is to note and celebrate improvement. It will also address

areas of instruction or curriculum that may need to be adjusted. It will be possible to determine,

if reading levels are not improving, make the necessary recommendations to further investigate

why Charlie is continuing to struggle with reading.

My goal with this intervention plan is to interpret his reading assessments, address

Charlie's reading needs, and with structured and direct instruction based on his daily reading

plan, move his reading level back to that of his grade level/age level peers.
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References

Bear, D. R., Invernizzi, M., Templeton, S., & Johnston, F. (2008). Words Their Way. Upper
Saddle River: Pearson Education, Inc.

McKenna, M. C., & Dougherty Stahl, K. A. (2009). Assessment for Reading Instruction. New
York: Guilford Press.

Oregon, U. o. (2010). DIBELS Benchmark Goals. Retrieved December 5, 2010, from DIBELS
Data System: https://dibels.uoregon.edu/

Schudt Caldwell, J., & Leslie, L. (2009). Intervention Strategies to Follow Informal Reading
Inventory Assessment. Boston: Pearson Education, Inc.