READING INTERVENTION CASE STUDY
SARA, GRADE 1
by Paul Markle (2015)
INTRODUCTION
All students deserve to receive instruction that is tailored to their unique needs. Students struggling to read
require some sort of intervention, so as not to be left behind, as per the Response to Instruction and Intervention
(RtII) framework adopted by many school districts. For this case study, I focused on a first grader, who will be
referred to as Sara, and the RtII process as it applies to her since it is in place for all students in Kindergarten
through Sixth Grade at her rural elementary school in Southwestern Pennsylvania. Sara is in first grade, but
struggles more so in a way that resembles what might be expected of Kindergarteners early in the school year.
She is mostly well-behaved, but has her moments of over-the-top hyperactivity that she may or may not be
able to easily control. She has not been diagnosed with any inhibiting condition. Still, with full understanding
that educators are not medical professionals, it has been proposed, by a variety of involved educators, that
Attention Deficit Hyperactivity Disorder may play a part in the reading challenges she faces. Additionally, her
level of confidence is lower than her classroom teacher would like it to be. I noticed that she apologizes much
too frequently. However, she is a sweet, graceful, hardworking girl who loves to draw and tell stories. The best
part about her is she truly wants to do better, and she tries her hardest when the cards are in her favor.
As with all students, Sara was given the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Benchmark
Assessment at the beginning of the 2015-2016 school year. Sara showed a deficit in Nonsense Word Fluency,
not meeting the benchmark goal of 27+ correct letter sounds and 1+ whole words read, which indicated a Tier
II status. She was placed in a Tier II Intervention Skill Group to receive targeted small group instruction in the
given skill area by an interventionist. After about ten days and one time upon which her progress was
monitored, it was determined that she needed additional work in nonsense word fluency. At this time, she was
assigned to me, as were two other students also not meeting the same goal, for intensive intervention in this skill
area.
PLAN FOR INSTRUCTION
Addressed Pennsylvania Core Standards for English Language Arts
CC.1.1.K.C: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
Count, pronounce, blend, and segment syllables in spoken words.
Blend and segment onsets and rimes of single-syllable spoken words.
Isolate and pronounce the initial, medial vowel, and final sound (phonemes) in the three-phoneme
(CVC) words.
CC.1.1.K.D: Know and apply grade level phonics and word analysis skills in decoding words.
Demonstrate basic knowledge of one-to one letter-sound correspondence.
Associate the long and short sounds with common spellings for the five major vowels.
Read grade level high-frequency sight words with automaticity.
Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
CC.1.1.K.E: Read emergent-reader text with purpose and understanding.
Source: Pennsylvania Department of Education Standards Aligned System (http://www.pdesas.org/)
Goals for Instruction
Sara will recognize consonant and short vowel sounds in order to decode CVC words, both nonsense
and real.
Sara will meet her aim line on the progress monitoring booklet for Nonsense Word Fluency.
Sara will meet the benchmark goals set for first graders upon being assessed for Nonsense Word
Fluency.
With all of the above goals, Sara will pass out of Tier II and return to Tier I (Core Instruction).
Objectives: Sara will read at least 27 correct letter sounds and at least one correct whole word in one
minute three consecutive times, each time using a different list of words. Sara will also meet or exceed
her aim line drawn on the front of the progress monitoring book (drawn starting at the initial benchmark
scores from the beginning of the year and ending with the expected grade level, end of the year goals
over the length of first grade) for both correct letter sounds and whole words read.
Strategies
Small Group Instruction
Direct Instruction
The Gradual Release Model by P. David Pearson & Margaret C. Gallagher (1983) is used as shown in the
graphic below. The titles (along with how each is approached in parenthesis) for each lesson section are
as follows:
Look Back (Guided Instruction)
Teach/Model (Focused Instruction)
Practice/Apply (Guided Instruction, Collaborative Instruction, and some Independent Learning)
Check Progress and/or Practice Masters (Independent Learning)
Gradual Release Model
(Fisher & Frey, 2013)
Check Progress quick progress monitoring opportunities are completed after lessons to assess
understanding and to correct errors on the spot.
Practice Master Worksheets are completed at the conclusion of some lessons as indicated in each plan.
These are used to assess understanding and to correct errors on the spot.
A reading passage is included as a supplement to all lessons. Reading is not a part of the lesson plan used,
so it must be added by the interventionist. The Intervention Station program includes decodable books that
may be used, or the interventionist can locate a level-appropriate passage to have the students read at
the conclusion of the lesson. Passages may be taken from the Intervention Station Primary Intensive
Intervention Kit for fluency or from other sources. One or more passages and/or decodable books can be
used for a lesson, depending on the students needs or as time permits. A short oral reading is critical as the
students need to practice learned skills in context in order to advance their own reading fluency.
Materials
* = INCLUDED IN HARCOURT'S PRIMARY INTERVENTION STATION KIT
# = INCLUDED AS A SEPARATE ATTACHMENT
# Primary Phonics Intensive Intervention Lesson Plans
* Sound/Spelling Cards
* Letter Cards
# Practice Masters
A reading passage for each lesson (selected by the interventionist)
Record of each Check Progress record keeping up to the interventionist
DIBELS Progress Monitoring Assessment for Nonsense Word Fluency
(Materials can be downloaded via the website listed under Resources below.)
Student Booklet
Student Copies
Timer
Progress Monitoring
Methods
Informal
The interventionist assesses the student using the Check Progress included in each lesson.
Formal
The interventionist administers the DIBELS, Next Progress Monitoring assessment in Nonsense Word Fluency
after about ten days of instruction. If the student meets the benchmark goal for both whole words read
(Beginning of Year = 1+) and correct letter sounds (Beginning of Year = 27+) and meets their aim lines for
each drawn on the progress monitoring booklet, that student should read a new page in the booklet. If
the student does not meet the benchmark goal and/or one or both aim lines, testing is stopped. If the
student meets their benchmark goal and aim lines for three consecutive reads, they officially test-out
of Tier II and return to Tier I (core instruction in the classroom, only receiving interventions by teacher
discretion). That student testing out will still be spot-checked (or progress monitored two times as per
the schedule to assess how their skill has maintained after the intervention time has ended).
DAILY LESSON PLAN FO RMAT
Look Back Review, follow the plan
Teach/Model Direct Instruction, follow the plan
Practice/Apply Guided Practice, Collaborative Learning, & Independent Learning; follow the plan
Check Progress and Practice Master Sheet Independent Learning, follow the instructions on the left
margin of the plan under Check Progress and Extra Practice if it applies to the lesson, Check
Progress is recorded in a manner determined by the interventionist
Read Reading passages are not a part of the phonics lessons used, so they must be added as a
supplement. The students must read orally, and the interventionist should be listening for mistakes in
order to correct them on the spot. The specific method of oral reading (choral, partner, etc.) is up to
the interventionist.
(For the specific lessons taught, please see the attached lesson pages that follow this format.)
Reflections
On one lesson, I had the students write on personal white boards instead of using the letter cards to identify
sounds they heard. They enjoyed this change of pace. I notice that students get comfortable when we do the
same things over and over again, and they even request them or ask if we are going to use them. However, I
saw a spark of interest, especially in Sara, when I had them use white boards for a change of pace.
I also tried some different approaches for guided practice in addition to the white boards: I had students do a
motion when they heard a given sound or chorally say the sound when they hear it. The students responded
well to these options as long as directions were explicit and simple.
Some things I have learned to watch during the lessons:
- The students enjoy writing on the white boards, but they also like to draw pictures or write things
that are off topic. These students need explicit directions with frequent redirection if/when these
types of behaviors are witnessed.
- The students behavior in general can inhibit the efficacy of the lesson. Often, students come to
small group time with the idea that their classroom rules do not apply. This is fueled (most likely)
by the change in setting (from the regular classroom), due to the groups frequently changing
nature (students leaving/entering the group after progress monitoring) and the group dynamics
(inclusion of students from various classrooms). This is all exciting and different. I try to remain
consistent with my behavior management to establish expectations early and throughout.
- Saras lack of confidence is a concern. She says, Im sorry after each mistake she makes which
distracts the other students. They laugh when they hear this, and I think she may be doing this
now for attention. This group of students love to be silly and make each other laugh. We have
limited time, so I do what I can to keep them on task.
- Students behavior is often poor in small groups because they are struggling and using
avoidance behaviors to curb the resulting uncomfortable feelings.
Sara seems to be on target when I have her go through the Check Progress and/or Practice Masters
sheets. This has not been the case when it comes time to officially monitor her progress using DIBELS.
FINAL OUTCOMES
Progress
DIBELS Progress Monitoring for Nonsense Word Fluency
First Ten Days of Instruction
Correct Letter Sounds: 22
Whole Words Read: 3
Met aim line? -- No.
Second Ten Days of Instruction
Correct Letter Sounds: 25
Whole Words Read: 1
Met aim line? -- No.
Observations and Recommendations
Looking back on previous progress monitoring data collected and recorded by other personnel, I see that Sara
has significantly regressed in nonsense word fluency since she entered this skill. She began by meeting all goals
on two reads, but not on the third, disqualifying her to pass out of Tier II. Later, she was not meeting her goals
on the first read. After I monitored her progress for the first and second time, and she had received
interventions from me for around 20 days, Sara met the beginning of the year goal for whole words read.
However, she did not meet the goals for correct letter sounds either time, nor did she meet her aim lines. She is
segmenting each phoneme in most of the nonsense words which only gives her credit for correct letter sounds.
My aim going forward is to have her practice the phonemes that are challenging for her. With practice, she will
be able to blend the phonemes, decode nonsense words, and read more whole words. My recommendation
is that she remain in Tier II. She did not meet her aim line three consecutive times, which means she must have a
change of intervention. I recommend the Language Tool Kit which involves multisensory, direct, systematic,
and sequential instruction on phonics and spelling skills.
PERSONAL IMPACT AND CONCLUSIONS
As an interventionist, we are given a short period of time to teach to students needs and see to it that they are
making academic progress. Intervention small group time is sacred and cannot be wasted. Before long, it is
time to assess, and fingers crossed, what we are doing proves to have been beneficial. Research says it should
be. However, providing interventions in a beneficial way does not have to mean it was the magic answer. If the
intervention fails, that doesnt mean the interventionist is not teaching with fidelity, but rather it indicates
valuable information: its time for a change, since it has been proven that a different method will surely be
successful. Its still hard not to take it personally when a student doesnt meet their goals. I pushed and pushed
Sara, but she didnt meet the goals that have been set for her, and that made me feel a bit discouraged. But
Ive learned overtime that it shouldnt make me feel that way. If I am providing quality, research-based
interventions with fidelity, I may not see instant gratification in the form of my students passing the skill.
Realistically, though, I am part of the RtII team that collaboratively fills in the events of my students timelines
that ultimately lead to a level of success down the line. While it is important to act promptly since
interventionists have such limited time to make a difference, and we cannot allow any student to fall through
the cracks, we also need to each be the best turning cog in the larger machine, turning smoothly for the long
run. My instruction was a small portion, but a part nonetheless, of the bigger picture of Saras success story.
RESOURCES
Pearson, P. D. & Gallagher, M. C. (1983). The instruction of reading comprehension. Contemporary Educational
Psychology, 8, 317-344.
Fisher, D. & Frey, N. (2013). Learning, or not learning, in school. In Better learning through structured teaching: A
framework for the Gradual Release of Responsibility (2nd ed.). Alexandria, VA: Association for Supervision
and Curriculum Development. Retrieved from
http://www.ascd.org/publications/books/113006/chapters/Learning,-or-Not-Learning,-in-School.aspx.
Harcourt StoryTown with the Intensive Intervention Kits: https://www.learningthings.com/c-2727-storytown-
intervention-station-primary.aspx
DIBELS: https://dibels.uoregon.edu/
Language Tool Kit: http://eps.schoolspecialty.com/products/literacy/learning-differences/language-tool-
kits/about-the-program
