Beruflich Dokumente
Kultur Dokumente
Interventions
Sarah Bolognino
Kelly Teufel
Lia Luciano
Rebecca Gray
Jennifer Perella
Table of Contents
Introduction to Writing Interventions ............................................................................................. 3
Response to Intervention and Writing ........................................................................................ 4
Writing Interventions ...................................................................................................................... 6
Spelling ....................................................................................................................................... 6
Copy, Cover, Compare ........................................................................................................... 7
Peer Tutoring Spelling Game................................................................................................ 11
Handwriting .............................................................................................................................. 14
Missing Letters...................................................................................................................... 15
I See Sam Handwriting Worksheets .................................................................................. 17
Organization .............................................................................................................................. 19
Proofreading with SCOPE................................................................................................. 20
Personal Narrative Think Sheet ............................................................................................ 21
Sentence Construction .............................................................................................................. 23
Peer Assisted Sentence Combining Practice......................................................................... 24
Susie Can Write! ................................................................................................................... 29
Motivation ................................................................................................................................. 35
Autobiography Assignment .................................................................................................. 36
Daily Journaling with Self-Progress Monitoring .................................................................. 38
Electronic Resources ..................................................................................................................... 40
Spellingcity.com ....................................................................................................................... 41
Teacher Resource Center .......................................................................................................... 42
Evidence Based Intervention Network ..................................................................................... 43
Morton Writing Interventions ................................................................................................... 44
Writing Interventions from Educational Services Unit # 1 ...................................................... 45
Useful Applications .................................................................................................................. 46
Student Focused: ................................................................................................................... 46
Educator Focused .................................................................................................................. 49
About the Authors ......................................................................................................................... 51
Students may have deficits in basic writing skills such as handwriting, spelling, capitalization,
and sentence formation
Students may have difficulties in sustaining effort and being motivated to write
Students may produce writing compositions that are brief, poorly organized, and improvised
in both content and development (Rathvon, 2008)
In order to best help students who are struggling with writing, a teacher should pinpoint
which aspect of writing a student is having most difficulty with, which will help the teacher
resolve the issue. As one way to help students improve their writing skills, teachers or other
school personnel can implement evidence-based interventions that target specific areas of
writing. The use of the this resource handbook is meant to provide interventionists with the tools
to effectively help students struggling with writing by providing examples of interventions for
each skill area of writing.
The RTI model helps to determine which students are struggling with writing and
provides them with support and interventions to enhance their writing skills. Teachers and
school personnel should identify students who are struggling with writing early on in their
education so that proper interventions can be implemented and their writing skills can be
improved. Interventions for writing can be used across all of the three tiers.
This handbook includes interventions for five skills associated with writing. Each skill is
defined and two interventions that focus on the improvement of this skill are supplied, as well as
sample materials to implement the interventions. Finally, this handbook includes websites and
applications for educators to visit to gain more information about writing, writing instruction,
and writing interventions and implementation.
Sources:
Bean, R. & Lillenstein, J. (2012). Response to intervention and the changing roles of
Schoolwide personnel. The Reading Teacher, 65, 491-501.
Berkeley, S., Bender, W. N., Peaster, L. G., & Saunders, L. (2009). Implementation of response
to intervention: A snapshot of progress. Journal of Learning Disabilities, 42, 85-95.
Mellard, D. F., Mcknight, M. A., & Deshler, D. D. (n.d.). The abcs of rti: A guide for parents.
Retrieved from http://www.nrcld.org/free/downloads/ABC_of_RTI.pdf
McLoughlin, J. A. & Lewis, R. B. (2008). Assessing Students with Special Needs. New Jersey:
Pearson Prentice Hall.
Rathvon, N. (2008). Effective school interventions: Evidence-based strategies for improving
student outcomes (2nd Ed). New York: Guilford Press.
Writing Interventions
Spelling
Spelling is a critical component of writing and written expression (Rathvon, 2008).
Students who have poorly developed spelling skills will most likely struggle to express what they
have learned in written form. Spelling is an issue for many students in school, not just those with
learning disabilities. Spelling problems affect writing by interfering with higher order writing
processes like planning and revising as well as interfering with the message that the writer is
trying to convey. Spelling problems can also have an effect on a students willingness to write.
Spelling problems can lead a student to think they cannot write or may make students want to
avoid writing completely (Rathvon, 2008).
Students have traditionally learned to spell in school by being tested on a weekly spelling
list, or repeatedly writing a spelling word (either alone, or in a sentence). These methods have
been proven to be insufficient to improve spelling in students (Rathvon, 2008). This traditional
approach leads some students to simply memorize the words in time for the test without truly
understanding the underlying spelling patterns in the words (Rathvon, 2008). To assist students
who are struggling with spelling, rather than assigning more words for them to memorize, a
teacher can implement an evidence-based intervention. One intervention that is helpful in
improving spelling skills is Cover, Copy, Compare. In this intervention, the student practices
spelling words they recently studied and allows for immediate feedback as to whether they
spelled the word correctly. This intervention helps to build self-monitoring in student by having
the correct spelling of the words available for the students to view. This intervention can be used
with all grade levels, with one student or a group of students, and can be applied across the RTI
tiers.
Another helpful intervention for students struggling with spelling is Peer Tutoring
Spelling Game. This intervention has students work in pairs to practice spelling and provides
immediate feedback for correct and incorrect responses. Spelling accuracy is targeted by this
intervention. This intervention is fun for students since it is formatted as a game and it is quick
to complete for teachers.
Source:
Rathvon, N. (2008). Effective school interventions: Evidence-based strategies for improving
student outcomes (2nd Ed). New York: Guilford Press.
a spelling word (e.g., when the student is able to copy a specific word from memory
without error on three successive occasions). The teacher can then apply this standard
for mastery to identify and log spelling words in each session, using the Spelling Log:
Mastered Words sheet (attached).
Evaluation:
Compare percent correct scores on weekly spelling tests for the entire class or the selected group
of students before and after implementation.
Comments/Tips:
Periodically check students self-corrections.
If students do not seem interested in the intervention, a reward system can be implemented to
increase motivation
Sources:
Murphy, J., Hern, C., Williams, R., & McLaughlin, T. (1990). The effects of the copy, cover,
and compare approach in increasing spelling accuracy with learning disabled students.
Contemporary Educational Psychology, 15, 378-386.
Skinner, C. H., McLaughlin, T. F., & Logan, P. (1997). Cover, copy, and compare: A selfmanaged academic intervention effective across skills, students, and settings. Journal of
Behavioral Education, 7, 295-306.
Worksheet: Cover-Copy-Compare
Student: __________________________________ Date:___/___/___
Fold
Spelling Words
Students Response
1.
1a.
1b.
2.
2a.
2b.
3.
3a.
3b.
4.
4a.
4b.
5.
5a.
5b.
6.
6a.
6b.
7.
7a.
7b.
8.
8a.
8b.
9.
9a.
9b.
10.
10a.
10b.
10
11
correctly three times before receiving the next word. After the word has been
corrected, the tutee receives one point.
8. After five minutes, the pair reverses roles
9. During tutoring, walk around the room, supervising and awarding bonus points
(referee points) to tutors for examples of positive tutoring, up to 5 additional points
per student.
10. After another five minutes, it is time to stop. Have tutoring pairs add up their points,
including any bonus points. Record individual scores on the individual chart, and
record team points on the team chart.
11. On Friday, give a spelling test on the words tutors have practices. Have team pairs
exchange papers, correct each others answers, and award three points for each
correctly spelled word.
12. Have each student report his or her points and record them on the individual score
chart.
13. Announce the team winner for the week, and post the winner on the team chart.
14. Randomly spot check students scoring and point additions. Correct as needed.
Evaluation:
Compare percent correct scores on weekly spelling tests for the entire class or the selected group
of students before and after implementation.
Comments/Tips:
Implement a reward for the winning team (small prizes).
Set a class goal of total number of points earned by both teams and have a bigger prize (such as a
movie or pizza party).
Source:
Delquadri, J.C., Greenwood, C. R., Stretton, K., & Hall, R.V. (1983). The peer tutoring spelling
game: A classroom procedure for increasing opportunity to respond and spelling
performance. Education and Treatment of Children, 6, 225-239.
12
13
Points
Earned
Handwriting
Fluid and legible handwriting is a necessary skill to acquire, despite the increase in using
word processors. Poor handwriting influences the way a writers work is perceived (Schlagal,
2007). Further, an inability to properly form letters may interfere with the content of the written
work and may be assumed to be linked to a disability. Because the writing process is so
elaborate, a student struggling with handwriting will likely have difficulty with the more
complex skills involved in writing, such as spelling, grammar, and sentence formation.
Therefore, it is pertinent to provide interventions targeting handwriting for students who are
experiencing difficulties, so that this process becomes automatic.
Missing Letters is an intervention that requires students to utilize their decoding and
handwriting skills in order to complete a word. Certain letters are chosen for students to practice
writing, and these letters are specifically left out of words. Students then have the opportunity to
discuss their answers and the sounds each letter makes in a small group setting.
I See Sam Handwriting Worksheets allows students to practice writing short words and
sentences. Stroking sequence for individual letters is provided for students who are just
beginning to learn how to form letters. Both manuscript and cursive worksheets are provided in
this intervention. An a form and b form are provided so that students can practice writing
from memory, which research suggests is a vital component of a handwriting program
(Hofmeister, 1992).
Sources:
Case-Smith, J. & Holland, T. (2008). Write Start Handwriting Program. Institute for Educational
Sciences. http://write-start-handwriting.org/
Hofmeister, A. (1992). Handwriting Resource Book. Retrieved from http://www.iseesam.com/
jumpstart/HandwritingResources.htm.
Schlagal, B. (2007). Best Practices in Spelling and Handwriting. In S. Graham, C.A. MacArthur
& J. Fitzgerald (Eds), Best practices in writing instruction (179-201). New York:
Guilford Press.
Utah Students At Risk Online Staff Development Academy provided additional research and
support for the I See Sam curriculum.
14
Missing Letters
Appropriate Grade Level:
This intervention is targeted toward students in the first grade, with a goal of helping them
become fluid and legible writers.
Brief Description:
Missing Letters is a handwriting intervention included in the Write Start Handwriting program.
The goals of this intervention are to enhance students memory of letter formation, to reinforce
recall of specific letters learned in a certain week, and to integrate individually learned letters
into a larger word.
Materials Needed:
Missing Letters worksheet (words written with specific letters missing) - In this case, we
have selected to leave the letters a,c,d,g, and o missing
Pencils
Procedure:
1. Place students into small groups of 6-8 students per table.
2. Give students a Missing Letters worksheet with key letters missing
3. Instruct students to use the missing letters at the top of their worksheet to form the words
4. Allow students time to complete their worksheet
5. Once students have finished, encourage them to discuss their answers and the sound of the
letters/words with their group
Source:
Case-Smith, J. & Holland, T. (2008). Write Start Handwriting Program. Institute for Educational
Sciences. http://write-start-handwriting.org/
15
Name:
c a o d g
d
at
at
et
ta
rea
sai
ke
16
17
18
Organization
A clear, effective and logical essay is very well organized. Ideas should be well thoughtout, structurally sound and contain no grammatical or mechanical errors. Without the ability to
effectively organize an essay students are unable to communicate ideas through writing.
Provided are two interventions that address skills necessary for mastery or essay organization.
These interventions address the planning aspect of writing and the editing and revision process.
Personal Narrative Think Sheet provides a structured way in which students can lay out
ideas as they plan for their writing. The worksheet walks students through the planning process
by allowing them to think big then begin to work through thoughts and plan a well-organized
paper.
Proof Reading with SCOPE provides students with a mnemonic device for remembering
the steps involved in thorough proofreading. SCOPE reminds students to keep spelling,
capitalization, order of words, punctuation, and express complete thought.
19
20
21
22
Sentence Construction
When students first begin to write, they tend to create short and simple sentences, only
relaying one new piece of information per sentence. In contrast, some new writers create very
long, run-on sentences (Saddler, 2007). In order to be successful writers, students need to
possess the skills to construct syntactically mature sentences, meaning a variety of complex and
compound sentences (Saddler, 2007). This ability allows students to create sentences that
efficiently relay information to readers and are interesting to read (Saddler, 2007). Many skills
are involved in constructing a sentence, and beginning writers may often get stuck in the
process and require outside assistance. For this reason, skills for constructing and combining
sentences should be taught directly, and practice should be mediated by instructors (Saddler,
2005; Saddler, 2007). Practicing skills with peers can also be helpful for students because it
increases engagement with the task by allowing students to both be the tutor and tutee (Fuchs,
Fuchs, Mathes, & Simmons, 1997). Sentence construction interventions can be delivered to an
entire classroom at once, or alternatively to small groups or pairs (Saddler, 2008; Saddler, 2007).
Sources:
Fuchs, D., Fuchs, L., Mathes, P., & Simmons, D. (1997). Peer-assisted learning strategies:
Making classrooms more responsive to diversity. American Educational Research
Association, 34, 174-206.
Saddler, B. (2007). Improving sentence construction skills through sentence-combining practice.
In S. Graham, C. A. MacArthur, & J. Fitzgerald (Eds), Best practices in writing
instruction. New York: Guildford Press.
Saddler, B. (2005). Sentence combining: A sentence-level writing intervention. The Reading
Teacher, 58, 468-471.
Saddler, B., Asaro, K., & Behrorooz, B. (2008). The effects of peer-assisted sentence combining
practice on four young writers with learning disabilities. Learning Disabilities:
Contemporary Journal, 6 (1), 17-31.
23
4.
5.
6.
7.
25
Comments/tips:
Graduate school psychology students or education students may wish to serve as the
interventionists.
Writing samples and the TOWL-3 may be scored by graduate students as well. It is a good idea
to have more than one student grade each piece so that inter-rater reliability can be determined.
Sources:
Hammill, D., & Larsen, S. (1996). Test of Written Language3. Austin, TX: Pro-Ed.
Saddler, B., Asaro, B., & Behrorooz, B. (2008). The effects of peer-assisted sentence combining
practice on four young writers with learning disabilities. Learning Disabilities:
Contemporary Journal, 6 (1), 17-31.
Saddler, B., & Graham, S. (2005). The effects of peer-assisted sentence combining instruction on
the writing performance of more and less skilled young writers. Journal of Educational
Psychology, 97(1), 43-54.
Paragraph writing rubric generator. (2013). Retrieved March 20, 2013, from http://www.teachnology.com/web_tools/rubrics/paragraph/.
26
Criteria
4
Points
2
Main/Topic
Idea Sentence
Main/Topic idea
Main/Topic idea
sentence is either
sentence is clear,
unclear or
correctly placed,
incorrectly
and is restated in
placed, and is
the closing
restated in the
sentence.
closing sentence.
Main/Topic
idea sentence
is unclear and
incorrectly
placed, and is
restated in the
closing
sentence.
Main/Topic
idea sentence
is unclear and
incorrectly
placed, and is
not restated in
the closing
sentence.
____
Supporting
Detail
Sentence(s)
Paragraph(s)
have three or
more supporting
detail sentences
that relate back
to the main idea.
Paragraph(s)
have two
supporting detail
sentences that
relate back to the
main idea.
Paragraph(s)
have one
supporting
detail sentence
that relate back
to the main
idea.
Paragraph(s)
have no
supporting
detail
sentences that
relate back to
the main idea.
____
Elaborating
Detail
Sentence(s)
Each supporting
detail sentence
has three or more
elaborating detail
sentences.
Each supporting
detail sentence
has at least two
elaborating detail
sentences.
Each
supporting
detail sentence
has one
elaborating
detail sentence.
Each
supporting
detail sentence
____
has no
elaborating
detail sentence.
Legibility
Legible
handwriting,
typing, or
printing.
Marginally
legible
handwriting,
typing, or
printing.
Writing is not
legible in
places.
Writing is not
legible.
____
Paragraph has
one or two
punctuation,
capitalization,
and spelling
errors.
Paragraph has
three to five
punctuation,
capitalization,
and spelling
errors.
Paragraph has
six or more
punctuation,
capitalization,
and spelling
errors.
____
Total---->
____
Paragraph has no
errors in
Mechanics and
punctuation,
Grammar
capitalization,
and spelling.
27
Teacher Comments:
Figure 4. Peer-Editor Checklist.
Authors Name: ______________________________________________________
Title of Work: ______________________________________________________
Directions: Answer the following questions while you read your partners story.
Give your partner as many good ideas as you can. The more ideas, the better the revised
story will be.
What did you like about the characters?
What made the setting fun?
What made the ending fun?
What did you like best about the story?
What part of the story do you want to know more about?
Where did the author use the sentence-combining tricks? Circle the sentences in the
story.
What sentences can the author change to make the story more interesting? Put an X
above the sentence in the story.
Peer Editor: ___________________________________________________________
28
Write Source (2013). Writing topics. Retrieved March 18, 2013, from http://www.thewritesource
.com/writing_topics/
30
Story Titles and Story Starters by Grade Level (Write Source, 2013)
Grade 1
A special birthday
Id like to see . . .
The biggest thing I ever saw
Noisy times and quiet times
I like to make . . .
What if toys could talk?
My shopping list
Dont litter!
Big pets and small pets
Insects, insects everywhere
Im happy when . . .
How plants grow
My adventure
Friendly places
My favorite foods
I know a lot about . . .
Picnic fun
Whos at the zoo?
What will I share?
I rode on a . . .
The parade
I wonder why . . .
Whats under my bed?
What if I was 10 years old?
What makes me laugh?
Grade 2
Games I play with friends
How to make new friends
A joke that makes everybody laugh
Something funny that happened to me
What I know about dinosaurs
An important person I know about
Good things about my neighborhood
My favorite foods
After-school games
Sometimes I wish . . .
What I like about math
My new friend
A knock, knock joke
Words I think are funny
What I know about stars
What I know about the ocean
Something I dont understand
Things that could be better in my neighborhood
Foods I dont like
31
Grade 3
My best birthday
My favorite family story
Magic tricks I can do
Amazing facts I know
The best house pets
Activities for outdoor fun
What I like about where I live
A place Id like to visit
A sport Im good at
Things Id like to change
Book characters Id like to meet
Things that are hard to believe
Funny things my pet has done
The weirdest house pets
Activities for indoor fun
A helpful person Ive met
A great place to go
Having fun at school
Grades 4-5
Staying at a friends house
A special secret place
When I was upside down
What if we suddenly had to move?
My most embarrassing moment
Talk about being scared!
Do I want to be famous?
Creepy, crawly things
What if I were the teacher?
Ill never eat another . . .
My biggest surprise
This school really needs . . .
The first day of school is the worst/best.
A pet sitter needs special instructions to care for my pet.
Doing homework
A song that means a lot to me
My best day
A day in the life of my pet
I don't understand why . . .
Dirt bikes and in-line skates
A visit to a friends school
What is important to me?
A terrible storm
Me and the outdoors
32
Grades 6-8
Heres what a new student needs to know about my school.
Why weekends should be longer
A narrow escape from trouble
What Ive broken or lost that belongs to someone else
My first friend
A visit to a relatives house
My chores
A dedicated teacher or coach
When I was lost
My idea of a fun weekend
A school field trip
Ive done something no one else has done.
Im principal for the day. Heres my schedule of events.
A typical lunch hour
If only I would have listened!
How could TV be better?
My favorite neighbor
My bedroom from top to bottom
A memorable bus ride
My best class ever
My first concert
Finally, a good assembly
If I could be someone else, I would be . .
The most fun Ive had recently
33
Score
4
Strong
Developing
Ideas
Establishes a
Develops a focus
clear focus
Uses some
Uses descriptive descriptive
language
language
Provides
Details support
relevant
idea
information
Communicates
Communicates original ideas
creative ideas
Organization Establishes a
Attempts an
strong
adequate
beginning,
introduction and
middle and end ending
Demonstrates Evidence of
an orderly flow logical
of ideas
sequencing
Expression Uses effective Diverse word
language
choice
Uses high-level Uses descriptive
vocabulary
words
Use of sentence Sentence variety
variety
Conventions grammar,
Some errors in:
spelling,
grammar,
capitalization, spelling,
punctuation
capitalization,
punctuation
Readable with
some
spacing/forming
errors
Emerging
Attempts focus
Ideas not fully
developed
Beginning
Lacks focus and
development
Some evidence
of a beginning,
middle and end
Sequencing is
attempted
Little or no
organization
Relies on single
idea
Limited word
choice
Basic sentence
structure
No sense of
sentence structure
Has some
difficulty in:
grammar,
spelling,
capitalization,
punctuation
Little or no
evidence of correct
grammar, spelling,
capitalization or
punctuation
34
Motivation
Motivation to write can be conceptualized as a students positive attitude toward writing,
and his or her desire to write. This motivation stems from students perceptions of their ability to
write and the meaningfulness of the writing they must do (Graham, 2007). Because students
with learning disabilities display a variety of different ability levels and writing skills, motivation
is a particularly crucial variable to consider when designing effective writing programs (Bos &
Vaughn, 2006). Low motivation to write can trap students in a cycle of maladaptive writing
behaviors, leading them to avoid writing tasks and consequently fail to develop further writing
skills (Integrated Writing Instruction, n.d.). Fortunately, many writing motivation
interventions are appropriate for both general education students and students with writing
disabilities (MacArthur, Graham, & Schwartz, 1993), allowing writing motivation interventions
to be applied within schools across different levels of instruction and support. For example,
writing can be shared regularly with classmates or the teacher, creating a social network to
motivate and support the writer (Integrated Writing Instruction, n.d.). In addition to increasing
students enjoyment of writing, writing motivation interventions also improve students quality
of writing (Garci & de Caso, 2004).
In addition to the instructional interventions discussed below, teachers and
interventionists can also increase student motivation to write by using technological tools
(MacArthur, 1996), setting an excited mood, creating an environment that minimizes risks,
allowing students to select their own writing topics, creating writing topics that match students
interests, praising students for their accomplishments, and identifying a specific goal for each
lesson (Graham, Harris, & Larsen, 2001).
Sources:
Bos, C.S. & Vaughn, S. (2006). Strategies for teaching students with learning and behavior
problems. Boston: Allyn and Bacon.
Garcia, J. N., & de Caso, A. M. (2004). Effects of a motivational intervention for improving the
writing of children with learning disabilities. Learning Disability Quarterly, 27, 141-159.
Graham, S., Harris, K. R., & Larsen, L. (2001). Prevention and intervention of writing
difficulties for students with learning disabilities. Learning Disabilities Research &
Practice, 16, 74-84.
Graham, S. (2007). Best Practices in Writing Instruction. New York: Guilford Press.
Integrated Writing Instruction. Retrieved from http://www.interventioncentral.org/academicinterventions/writing/integrated-writing-instruction.
MacArthur, C. (1996). Using technology to enhance the writing performance of students with
learning disabilities. Journal of Learning Disabilities, 29, 344-354.
MacArthur, C., Graham, S., & Schwarz, S. (1993). Integrating strategy instruction and word
processing into a process approach to writing instruction. School Psychology Review, 22,
671-681).
35
Autobiography Assignment
Appropriate Grade Levels: Can be adapted for all grades.
Brief Description: Assigning students to write about themselves in the form of an
autobiography can motivate otherwise uninterested learners. This intervention also helps
students practice developing written expression. Students should first read several
autobiographies about people they find interesting, and then discuss their favorite
autobiographies with other students. Students should then initiate writing their own
autobiographies.
Materials Needed:
1. Paper
2. Pens/pencils
3. Autobiography Assignment Checklist (optional)
Procedure/Steps:
1. Read autobiographies to the students and discuss their contents.
2. Ask the students what information they think they might need to write an autobiography
about themselves, and how they might be able to find this information. Students may need to
interview parents, grandparents, or others.
3. Teachers may use or design an Autobiography Assignment Checklist similar to that created
by Write in the Middle (n.d.) in order to facilitate student progress.
4. Have students write an autobiography.
5. While students are writing, have them meet frequently with other students and the teacher to
discuss their work.
6. Students can add pictures to their autobiographies.
7. Autobiographies can be displayed in the classroom or school library.
Suggestions for Evaluating Effectiveness:
Progress can be monitored with CBM story starter probes and a writing rubric. Interview
questions included with the CBM should address student motivation.
Sources:
Bos, C.S. & Vaughn, S. (2002). Strategies for teaching students with learning and behavior
problems. Boston: Allyn and Bacon.
School-Wide Strategies for Managing Writing. Retrieved from http://www.interventioncentral.
org/academic-interventions/writing/school-wide-strategies-managing-writing#top%3E%
3Ca/%3E%3C/div%3E%3Cdiv%20id=.
Write in the Middle. (n.d.). Autobiography Assignment. Retrieved from http://www.learner.
org /workshops/middlewriting/images/pdf/W5MR-M-auto%20assign.pdf.
36
Source:
Write in the Middle. (n.d.). Autobiography Assignment. Retrieved from http://www.learner.
org /workshops/middlewriting/images/pdf/W5MR-M-auto%20assign.pdf.
37
Source:
Rathvon, N. (1999). Effective School Interventions. New York: Guilford Press.
39
Electronic Resources
The following pages represent a showcase of intervention websites and informational
applications for IPhone or IPad devices. Each resource provides useful information to the
interventionist about writing interventions, in addition to other information such as: RTI;
reading, math, and behavioral interventions; games and other interactive ways to involve
students in the classroom; and information for both parents and teachers.
40
Spellingcity.com
http://www.spellingcity.com/
What it is:
Spellingcity.com is a website devoted to spelling and vocabulary that uses games
and other activities to help increase spelling and vocabulary skills. There are games for
elementary, middle, and high school students for spelling, vocabulary, writing, parts of
speech, handwriting, and putting words in alphabetical order. There are tabs specifically
for students, parents, teachers, and schools/districts. Simply by clicking on one of these
tabs and one is quickly directed to a page made for that particular audience. Each tab has
a section of how each audience (student, parent, teacher, and school/district) can use this
cite. Visitors can watch a quick tutorial video on how to navigate the site. Two
memberships are available, a free membership and a premium membership that must be
paid for. The free membership allows access to many resources or for a low price, the
premium membership will grant access to all of the websites resources. Even though the
website is labeled spelling city, one can find activities and resources for much more than
just spelling like vocabulary, sentence writing, analogies, and more, for all ages!
What you can find:
games and learning activities for:
o Spelling
o Vocabulary
o Writing
o Parts of Speech
o Handwriting
o Alphabetical order
o Analogies
o Science Vocabulary
o Math words
Resources for Elementary, Middle, and High School Students
Resources for students, parents, teachers, and schools/districts
Why you should use it:
It is easy to navigate and free! Website includes many resources for different
audiences. There are how-to videos on how use the website. You can save your used
spelling lists. The games are fun and informative (speedy speller game tells you a word
and then information about the word).
Useful pages:
http://www.spellingcity.com/spelling-games-vocabulary-games.html
http://www.spellingcity.com/teacher-resources.html
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Useful Applications
With technology expanding, application (aka app) makers have created apps that are
useful for educators. These apps can be used with students to help them expand their
writing skills. Apps for students are fun and exciting and can help build their writing
skills. There are also apps for teachers that can aid in monitoring students progress as
well as providing teachers with ideas to implement in their classroom. These apps can be
used with an iPad or other app-capable device. Below is a list of apps that educators may
find helpful.
Student Focused:
HandWriting
Brief Description: This app helps students by allowing them to practice their handwriting
with a variety of vocabulary words. Students can use a stylus to trace words in cursive
three times.
Cost: Free
SpellingCity
Brief Description: Based in the makers of the website spellingcity.com, students can
practice spelling and vocabulary by playing fun games. The games in the app incorporate
spelling in a variety of ways (e.g. unscrambling letters to form a word shown in a
picture). Teachers can enter custom spelling lists for students to practice with or teaches
can choose grade-appropriate lists of words for students to practice with.
Cost: Free
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Brief Description: This app helps to build spelling skills by testing students using
spelling quizzes. A unique feature of the app is that spelling lists can be created for any
language. This app uses aspects of the cover, copy, compare technique by having the
student view the word but once they being to type the word disappears. Finally, this app
is timed which allows teachers to monitor how long it takes a student to complete a test.
Cost: Free
Brief Description: The app is designed for young learners that help to enforce their
phonics skills with flashcards, writing and spelling exercises. This app uses colorful
pictures to help keep students engaged so that they can have fun while working on their
writing, spelling, and phonics skills.
Cost: Free
Brief Description: This app has students race against the clock to find typos and errors in
a sample of writing. Students can focus on a specific skill to work on by only identifying
specific types of errors. Finally, the app uses the most statistically common spelling and
grammar errors and increases in difficulty by level.
Cost: $0.99
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Brief Description: This app provides student that need to be corrected. Teachers can use
this app for whole group instruction by connecting the iPad to a smartboard. This app
reinforces important skills in grammar, usage, mechanics, and spelling to students.
Cost: $2.99
Sentence Builder
Brief Description: This app helps elementary aged students by teaching them how to
build grammatically correct sentences. This app uses connector words that make up over
80% of the English language. Students can improve their grammar and sentence building
skills with the fun app.
Cost: $5.99
Outline Pro
Brief Description: This app acts as a writing guide and an outliner. Students can break
out a writing outline into sections and paragraphs and structure your outline to the way it
is going to be written. Students can easily move around bullets to make adjustments to
paragraphs. This app also allows the outline to be sent via email to the user.
Cost: $4.99
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Educator Focused:
RTI
Brief Description: This app is useful in keeping track of students. The RTI app helps
educators by providing them with reminders of when to check on student. Also, notes
that are taken on the app can be easily sent to parents, a problem-solving team, and other
important school personnel via email.
Cost: $1.99
Brief Description: This app helps educators by providing them with the common core
standards for New York State in language arts. Users can search, email, and highlight
important information in this app. Rather than searching the web, this app provides
information about common core standards right at educators fingertips.
Cost: $0.99
EZ Language Core
Brief Description: This app helps educators by providing them with common core
standards in language arts. This app is user friendly and has email, search and note
taking capability. Users have common core information right at educators fingertips!
Cost: $1.99
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Brief Description: This app acts as a quick refernce guide to educators of the common
core standards for multiple subjects and grades,
Cost: Free
Brief Description: This app allows educators to take quick classroom observations and
aids educators in collecting data. The data and observations that are collected while
using this app can be applied to the degree to which a student is responding to an
intervention. This app is user friendly by using checklists and summarizing observation.
Cost: $2.99
Brief Description: This app can be used by school psychologists and other educators
alike. This app provides tools to plan interventions and evaluations. Users can easily
monitor an individual students progress as well as email notes taken.
Cost: $34.99
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Lia Luciano just completed her first year at the University of Albany's
School Psychology CAS program. She holds a Bachelors degree in
Psychology and Urban Studies from Wheaton College. As a research
assistant, Lia examined adolescents' levels of religiosity during their
time in inpatient treatment centers. Her educational interests include
increasing motivation and college readiness in high school students
living in low-income communities. Outside of academics, Lia enjoys
practicing yoga and traveling.
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