Instructional Program Name of Student: J Initiator: Maggie Kearns Context for instruction: This instructional program will occur

in an English and language arts class. There are three adults always present in the classroom during this time, including my coop, a full-takeover student teacher, and myself. My co-op and the student teacher will be instructing the other students while I carry out this instructional program in the back of the classroom or at a table in the hallway. This class has five seventh grade students with mild disabilities. The instruction and assessment will be done from approximately 1:15-1:35 each day. For this instructional program, the teacher will need the Corrective Reading text for decoding at the 2A level (copies of the book are acceptable). The student will need the corresponding Corrective Reading student book. Program Objective: In English and language arts class while doing 6 Minute Solutions at the 2nd level, J will read at a rate of 90 words/minute for three consecutive probes. Generalization: Concern: student will only increase their fluency rate while being tested using 6 Minute Solutions. In order to avoid this from happening, J reads passages or books many times throughout the day so that she is constantly reading. Since each week she works on a new passage during Six Minute Solutions, she is seeing the material for the first time. Because of this, we know that she is not memorizing the material if her rate improves from week to week, but rather her fluency rate is increasing. Rationale: It is extremely important for J to increase her reading fluency so that she will be able to effectively and efficiently read throughout her daily life. Reading is not only used in reading class, but also in most every other class that J will have each day. Reading is also a part of immeasurable aspects of life outside of school, including ordering food at restaurants, taking medication, and passing the driving test. Without suitable reading skills, J could have trouble in many aspects of her daily life that will limit her ability to properly care for herself and participate in social activities, something that no student or adult should have to experience.

Research Rationale: Lemons at el. (2012) determined that decoding interventions improved the reading skills of students with intellectual disabilities. Because of the importance of decoding on improving reading skills, I am going to use decoding interventions with my student so that she may improve her reading skills. Additionally, Lingo, Slaton, and Jolivette (2006) determined that the Corrective Reading program for decoding resulted in substantial gains in oral reading fluency and also decreased the number of errors that a student made while reading. Corrective reading has the teacher present a scripted lesson to the students. It begins by targeting basic word attack skills and continues on to more difficult combinations of words and sounds. All of the participants in this study were in sixth or seventh grade and significantly behind grade-level, similar to my student. Lingo, Slaton, and Jolivetter (2006) collected data by have the students read aloud a passage at their instructional level and kept track of how many words the student read and how many errors they made. This is the data that I used for informal assessment and will continue to use for the instructional assessment. Because of the similarities that are so closely related to my student and project the improvements in oral reading fluency and number of errors that we were targeting, I think that this program would be a good fit for my student. Assessment Procedures: 1. Select passage at Js reading level. Explain to her that she will read for one minute and that she should take her time and sound out words. Also explain that you will take notes on words she misses and how many words she reads in that minute. 2. Sit next to J with a copy of the same passage inserted into a dry erase sleeve. 3. Start timer for one minute and follow along as J reads. Use a dry erase marker to put a slash through each word that she incorrectly reads or skips altogether. 4. When the timer goes off, put a bracket next to the last word that she read. Inform J that the minute is up and she is done reading. 5. Use the number of words in each line to determine how many words J read during that minute.

6. Have J count the number of errors (slash marks). Set up a subtraction problem on the sleeve of the number of errors being subtracted from the total number of words read. Assist J in solving the problem. The answer to this problem is the number of words per minute J read that day. 7. Write the name and passage number (found in the top right corner) on the data collection sheet. Have J graph the number of words per minute that she read. 8. Discuss with J her results compared to other days of the same passage or other passages. 9. One by one, go through all of the words that J missed by asking her to sound them out, assisting her if she can not get the word. This can be done by simply locating them in the passage and having J sound them out, breaking them down on a white board, or writing different forms of the word so that J to be able to identify the differences. 10. Have J read through the entire passage, helping her when she gets stuck on words. Encourage her to take her time and sounds out words, instead of making quick guesses. 11. When finished with the passage, ask J some questions about the content of the passage. 12. Every week, select a new passage for J to read each day repeat the steps above. Assessment Schedule: The student will be assessed at the beginning of each lesson every day using 6 Minute Solutions. Since the student works on the same passage for an entire week, she could be using memorization to increase the recorded fluency rate. In order to keep this from skewing the results, I am going to focus on her fluency rate from each Monday when she receives a new passage. This same procedure is going to be used to assess student progress during baseline and once instruction has begun. Instructional Procedures: 1. Set up two desks facing each other in the back of the classroom or in the hallway. Take out Corrective Reading materials. Student should have her student book (Corrective Reading) on the desk in front of her. Teacher should have the Corrective Reading teachers manual on their desk along with a white board and dry erase marker. 2. Open book to the word attack activities in Lesson 1. Read instructions to student. Follow the lesson, having J answer the questions, using her book when necessary. 3. If J answers incorrectly, tell her to listen carefully and ask the question again. If she cannot give the correct response, lead her in obtaining the correct answer. If J answers correctly, use

positive reinforcing words such as good or correct. Switch up the words you use so that you are not using the same words each time. This is important in making sure that you are being repetitive and automatic, but really are responding to Js work in a positive nature. 4. Continue until the end of the word attack activities. 5. Wrap up the lesson with a phrase such as, good work. 6. Continue carrying out these lessons each day after using 6 Minute Solutions for assessment. Reinforcement: J will regularly be reinforced with praise. J will also be reinforced with a choice of a piece of candy from the candy drawer that is in the classroom. She will get one piece. She will earn this piece of candy if she increases her fluency rate by five words each Monday from the last Monday. Maintenance: Once J reaches her objective goals, she will only be assessed every other day, instead of every day. Then, J will be assessed every third day and eventually every fourth day. Once J continues to prove her fluency abilities based on her objective every fourth day, she will only be assessed once a week. J is currently assessed on fluency once a week on Thursdays using the Aimsweb program. This will become her once a week assessment, instead of Six Minute Solutions, and will continue on for the rest of the school year in order to make sure that she is maintaining her reading fluency abilities. Lemons, C. J. (2012). Effectiveness of decoding and phonological awareness interventions for children with down syndrome. Council for exceptional children, 79(1), 67-90. Retrieved from http://web.ebscohost.com.proxy2.library.illinois.edu/ehost/pdfviewer/pdfviewer? sid=acaad55a-79ba-4631-903d-fa63798ab56a@sessionmgr110&vid=3&hid=105 Lingo, A. S., Slaton, D. B., & Jolivette, K. (2006). Effects of corrective reading on the reading abilities and classroom behaviors of middle school students with reading decits and challenging behavior. Behavioral Disorders, 31(3), 265-283. Retrieved from http://web.ebscohost.com.proxy2.library.illinois.edu/ehost/pdfviewer/pdfviewer? sid=f3de232d-555e-4c25-a147-47b3af88adf3@sessionmgr110&vid=3&hid=112