Nina Johnson SPED 440 Dr.

Suzanne Lee November 6, 2012

Instructional Program

Student: Josh N. Skills: Reading Fluency Initiator: Nina Johnson

Context for Instruction: Reading fluency instruction will occur during fourth period in the natural setting of Joshs seventh grade ELA resource classroom. During this time, there are three adults in the classroom (one special education teacher, one teacher aide, and one student teacher) and five seventh grade students who also attend a resource reading class together. Instruction and assessment will be implemented during class time when all students are involved in independent reading fluency activities. In addition to the activity done by the rest of the class during reading fluency instruction, Josh will participate in word box instruction. This will consist of supplementary instruction on misread words and ability to make letter-sound correspondence.

Skill Sequence:

Phonemic Awareness

Vocabulary

Decoding

Reading

Comprehension

Reading Fluency

Letter-Sound Correspondence

Program Objective: In 1:1 reading fluency instruction, Josh will increase his cold read fluency score to eighty-four words read correctly per minute on independent reading level passages up to five hundred words of fiction and non-fiction material on three consecutive trials.

Generalization: To enhance the transfer across different types of text (fiction and nonfiction material), the use of sufficient exemplars will be implemented into instruction to ensure generalization of reading fluency to different types of text. Rationale: By increasing Joshs reading fluency, Josh will be able to group words more quickly to help gain meaning from what he read. By becoming a more fluent reader, Josh can focus attention on meaning of the text and make connections from the text and from background knowledge. Also this skill can allow Joshs reading to become faster, smoother, more expressive, and lead to silent reading skills. By increasing reading fluency, reading may become more enjoyable for Josh by get through text of choice faster and increase understanding. Assessment Procedures: Joshs skills in reading fluency will be assessed in the following manner: Select a reading passage at Joshs independent reading level, or slightly below, to be used in the cold-hot read activity. 2. With a copy of the text in hand, sit next to Josh so that you can see the text and follow along with Josh as he reads the text. 3. Present text with a brief introduction and let Josh do a cold read of one minute. 4. Time Josh for one minute and record misread or omitted words. 5. If Josh struggles with a word, tell him immediately. This is not about decoding. 6. Graph the number of words read correctly on the data sheet as a cold read. Words read correctly are found by taking the total number of words read, subtracted by the number of errors or omitted words. 7. Do not have student reread a passage for additional cold reads assessment. Have student continue in the text or choose a different text.

1.

Assessment Schedule: Prior to administrating the instructional program, conduct baseline until performance is stable. When instruction of the strategy has started, assess

fluency during fourth period of the cold-hot read activity at every opportunity to administer a cold read of a reading passage. Assessment opportunities will present themselves approximately every two-three days.

Instructional Procedures: 1. At the beginning of each session, present Josh with a reading passage written at or just below his independent reading level. At this time, Josh will complete a cold read of one minute. During that one minute, the instructor will keep track of all words that Josh reads incorrectly or omits. At the end of the one-minute, the instructor will calculate the number of words Josh read correctly and graph the results. 2. After the administration on the cold read, introduce the rule/skill of mini lesson using most to least prompting. -mini lessons are based off of different reading fluency skills (smoothness, letter-sound correspondence, sight words, phrasing/punctuation) -the mini lesson will be based off of the passage completed during the cold read and will change from lesson to lesson -the rule/skill will be introduced to student through modeling and guided practice (modeled by instructor, modeled by instructor and student, modeled by student) -continue instruction of rule/skill until student is fluent 3. Conduct repeated readings of the chosen passage using most to least prompting. -first model the how the passage would be read by a fluent reader -next have the student practice reading the passage at least two separate times, emphasizing the rule/skill learned in the mini lesson 3. At the end of the repeated reading instruction, time Josh during a hot read for one minute. Mark all words that Josh reads incorrectly or omits and configure his correct words read per minute. Graph the results on the data sheet. 4. At the next session, present Josh with a different reading passage at his independent reading level and follow the same instructional procedures.

Reinforcement: During reading fluency instruction, direct and specific verbal praise will be given for every correct response. Once Josh has correctly responded to twenty consecutive prompts, verbal praise will be faded in correspondence of this schedule: -Every other correct response for twenty consecutive responses -Every third correct response for twenty consecutive responses -Every fourth correct response for twenty consecutive responses -No specific verbal praise provided for correct response. At this point, give general positive praise on reading skills. This form of praise should be made after each completion of a cold-hot read assignment for two weeks. After this, praise will be discontinued on a regular basis, but should be given on a naturally occurring basis. Reinforcement will be faded based on skill mastery being achieved.

If Joshs performance starts to fall at any time during the fading of reinforcement, the original reinforcement schedule will be implemented and begin the fading process once performance is stabilized.

Maintenance: With the skill of reading fluency, there will be specific procedure for monitoring maintenance because reading is a skill that one uses throughout an entire day. By giving Josh the ability to expand his reading abilities, maintenance of this skill will carry on and continued growth of the skill.

Possible games to incorporate into reading fluency instruction:

Card games for irregular sight wordsConcentration The goal of this game is to collect the most pairs. Using the sight word game cards, place all the cards face down on a table. The instructor will go first; this typically gives the student the advantage. The instructor selects two cards and turns them over. If they are a pair, the instructor keeps them and selects 2 more cards. The instructors turn is over when a match is not made. The instructor must put them back in the same position, and then it is the students turn. The key to winning this game is to remember the location of each card. Since the underlying object of this game is to develop a sight word vocabulary, every time a card is turned over it should be read aloud. If your child doesnt automatically recognize the word, read it for him. It is also a good idea to review the cards prior to playing repeated exposure to sight words helps a child develop a sight word vocabulary. Pairs After you create your sight word game cards, deal out five cards to each player and place the rest of the cards face down. The object of the game is to obtain the most pairs. The first player begins by asking the other player if he/she has a specific sight word game card. If the other player does have the card, he/she must hand it to the other player. The first player would put his/her pair down and then ask for another card. If the first player did not get the card he/she asked for, he/she draws one card from the deck. If the card he/she draws is the word he/she asked for, he/she can ask for another word. His/her turn is over when he/she does not get the card desired. The game is over when any player no longer has any cards left. When possible, read the sight words aloud. Reviewing the words prior to playing the game and throughout the game will assist in obtaining a sight word vocabulary.

Evidence & Resource Assignment Research Article Component: In Devault and Joseph (2004), the authors discussed the success of repeated reading and word box instruction to increase fluency and gain word identification skills for high school students with sever reading delays. The article discussed how these techniques were first developed and found effective for primary grade students, until a study done by Devault and Joseph that found these strategies were also successful for middle and high school students with reading delays (2004). The student I am designing an instructional program for is in seventh grade and has reading and writing skills at a first level. I believe repeated reading and word box instruction will be effective for my student due to similarities in skill level and found success in varied age groups (Devault & Joseph, 2004). An article by Mastropieri and Leinart (1999) also discussed success in using repeated reading with students from grades 3rd-5th with learning disabilities, as well as with students without learning disabilities. Mastropieri and Leinar (1999) also presented a data collection system that I would be interested in implementing in my program. This technique incorporates involvement from the student in recording data (Mastropieri & Leinar, 1999). I believe using such a technique will allow for more student engagement and create more meaning.

Devault, R., Joseph, L.M., (2004). Repeated Readings Combined With Word Boxes Phonics Techniques Increase Fluency Levels of High School Students with Severe Reading Delays. Preventing School Failure, 49, 22-27.

Mastropierei, M.A., Leinart, A. (1999). Strategies to Increase Reading Fluency. Intervention in School & Clinic, 37, 278.

Vaughn & Bos Component: The most common way to measure reading fluency is to record number of words read correct per minute and through observing of phasing, smoothness, and pace (Vaughn & Bos, 2006). Also when measuring fluency, it is important to note the number of words correctly at specific grade level of the passage, to compare to grade level expectations (Vaughn & Bos, 2006). Fluency measurement is taken by picking two to three unfamiliar passages at the students instructional level; implying word recognition should be from ninety to one hundred percent (Vaughn & Bos, 2006). Two copies of the passage should be obtained, one for the student and the second to allow the teacher to record errors (Vaughn & Bos, 2006). During the one-minute of reading, if the student comes to a word and does not read the word within three seconds, pronounce the word for the student (Vaughn & Bos, 2006). Also during the one-minute passage, make a slash through words read incorrectly, including mispronunciations, substitutions, omissions, words pronounced after three seconds, and reversals (Vaughn & Bos, 2006). The teacher should note the last word read at the one-minute mark and record score (Vaughn & Bos, 2006). The score is calculated by taking the numbers of words read in one minute and subtracting the number of errors (Vaughn & Bos, 2006). Allowing students to record personal data works as a motivation for reading; this strategy permits students to see their progress and set goals (Vaughn & Bos, 2006).

One technique used to improve fluency is repeated reading (Vaughn & Bos, 2006). Repeated reading is based on the aspect that a student becomes very familiar with the text to the point where they are aided by their memory (Vaughn & Bos, 2006). It is used to increase fluency by having students repeatedly read text to become fluent and confident in their reading skills (Vaughn & Bos, 2006). A different technique used to instruct fluency is choral repeated reading (Vaughn & Bos, 2006). This strategy is used for students who can understand what is being read to them, but can not read text equal with their listening understanding level (Vaughn & Bos, 2006). The strategy of peersupported reading is to improve fluency, word recognition, and comprehension by giving students the chance to work in pairs and give support to one another when reading (Vaughn & Bos, 2006). Wide reading may be considered the most important strategy when looking to increase reading results (Vaughn & Bos, 2006). Wide reading refers to that amount of reading and type of reading the student participates in (Vaughn & Bos, 2006). The most successful way implement wide reading is to recruit involvement of parents and family members (Vaughn & Bos, 2006). Parents and family members can encourage wide reading by creating an set aside time to read with the child, establish several ways to retrieve books and other print materials, talk about books and material you are reading with the child, and get involved in the material the child is reading by asking questions (Vaughn & Bos, 2006).

Vaughn, S. & Bos, C. (2006). Strategies for Teaching Students with Learning and Behavior Problems: Sixth Edition, Prentice Hall: Upper Saddle River, N.J.