Instructional Consultation

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Instructional Consultation

• Ramona Rogers
• Psychology 639
• December 3, 2007

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Demographics
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Client and Consultee

• Student Jane S.
• Grade 3rd
• Age 8
• Ethnicity White
• Primary Language English
• Regular Education Teacher Mrs. B
• Reading Group Teacher Ms. L
• Consultee Ms. S (Students mother)

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Regular Education Reading Curriculum

• Accelerated Reader
• Student is assessed at start of year to determine
  reading level
• Student reads appropriately leveled books during
  classtime
• Student completes a quiz after completing the
  book to monitor comprehension and progress

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Reading Group Curriculum

• Systematic Instruction in Phoneme Awareness,
  Phonics and Sight Words (SIPPS)
• Single syllable decoding, short vowels, simple
  consonants, consonant digraphs and sight words
• Instruction, practice and Mastery Test
• Student progress in monitored weekly, using words
  read correctly (WRC) per minute

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Problem Identification
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Interview with General Education Teacher

• Jane is motivated in class and has stated she
  would like to be able to read better
• She enjoys listening to stories
• She is shy and reluctant to read aloud in class
• Per classroom assessment, Jane is reading at 1.4
  grade level

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Interview with Reading Group Teacher

• Jane receives services 4 times per week, 30
  minutes per session
• Jane started with Read Naturally and was moved
  to SIPPS program
• Eager to read when she feels confident
• Encourages others during small group meetings

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Problem Identification

• DIBELS probes were used to
• Establish Mastery, Instructional and Frustration
  reading levels
• Identify common errors, which provided direction
  for intervention

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DIBELS Oral Reading Fluency probes were given to
establish Janes reading level

• 1st grade was the starting point, as her general
  education teacher indicated Jane was reading at
  the 1.4 grade level.
• Jane reached Frustration level with probes given
  from the end of 2nd grade
• Jane read each probe aloud for 1 minute. Errors
  were quietly noted, without interrupting the
  reading.

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• Janes reading levels were calculated
• - Median number of words read correctly per
  minute (WRCPM) from each level
• - Compared to DIBELS goals for reading fluency
  within the grade levels
• - Percentage of WRCPM compared to DIBELS goals
• 90 and above Mastery
• 80-89 Instructional
• 79 and below Frustration

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DIBELS Baseline
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Baseline Data

• Intervention was targeted at 2nd grade mid-year
• Baseline was 62 WRCPM at this level

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Problem Analysis
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Reading Errors

• Janes errors were analyzed for patterns
• Following are samples from DIBELS probes with
  errors noted in parenthesis

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Meals on Wheels

• Last Friday I didnt have to go to school so my
  mom asked (axed) me to go with her to (so)
  deliver (omitted) Meals on Wheels. Meals on
  Wheels is for elderly (omitted) people who have
  difficulty (difficult) cooking for themselves.
  Some of them dont have any children or (a)
  family to look after them. Volunteers (omitted)
  bring meals to (at) their homes.
• Errors are noted in parenthesis

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The New Bookstore

• Grandma said, I want to take you and your
  sister to the new book store at the (a) mall
  (mail). She picked us up from school and drove us
  to the mall (mail). The bookstore is huge (hug).
  There (three) are books on pets, gardens
  (omitted), hobbies, (omitted) and travel
  (omitted). There (three) are rows of magazines
  and papers.
• Errors are noted in parenthesis

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Further analysis

• Jane stated she did not know her /c/ or /g/
  sounds. Further analysis revealed that the vowels
  were the source of confusion in CVC words, rather
  than the consonants.
• Dolch Sight Words at the 2nd grade level were
  presented to Jane and I identified which words
  were difficult for her.

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Hypothesis 1

• Jane needs more practice with high frequency
  sight words, such as
• the he
• if at
• be we
• as a

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Hypothesis 2

• Jane does not automatically decode words with
  short /a/ sound, such as
• gas tag
• bag rat
• ran has

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Hypothesis 3

• Jane does not automatically decode words with
  short /e/ sound, such as
• bet net
• pen get
• hem led

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Program Implementation
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Procedure

• Consultee Ms. S., Janes mother
• Weekly consultation took place in person or over
  the phone.
• Materials were developed by myself and placed in
  Janes backpack with instructions.
• Intervention was to be implemented every night
  for 10-15 minutes.
• Progress monitoring Every Thursday, at least
  three probes were given at Janes instructional
  level to track progress and determine any needed
  adjustments.

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Procedure (cont.)

• Decision was made to target sight words, and CVC
  words with short /a/ sound first.
• When Jane was able to read word lists with speed
  and accuracy, target words would be built into
  small sentences and CVC words with short /e/
  would be introduced.
• When short sentences read with speed and
  accuracy, longer sentences would be built using
  target words.

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Phase 1

• Jane was given a list of sight words which had
  been identified as difficult for her, such as
• at here be am go our
• if an the any there how
• Jane was also given a list of CVC words with
  short /a/ sounds, such as
• bat sap tag van ham map
• gas sad ran hat cat mad

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Example of Reading Passage/Phase 1 Stars of the
Sea

• What (the) fish looks like it belongs more in
  (on) the sky than the sea? The answer is a
  starfish. Most starfish have five arms, but some
  have (omitted) many (omitted) more. If (in) a
  starfish loses an arm, it grows a new one.
• Errors are noted in parenthesis

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Response to First Phase of Intervention
Phase 1
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Phase 2

• When Jane was able to read with these words with
  speed and accuracy target words were included
  into short sentences, such as
• Bat at sap. Go tag van. The ham map.
• Sad if mad. Our cat ran. How gas hat.
• CVC words with short /e/ sounds were introduced.
  These words included
• bed bet den fed hem jet met
• men net pet pen red set ten

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Example of Reading Passage/Phase 2 My Drift
Bottle

• I read a story about people who met (me-t)
  because of a message in a bottle (balloon). A man
  put a message inside the (a) bottle (balloon) and
  tossed (omitted) it in the ocean (omitted).
  Months (omitted) later a lade found the (a)
  bottle on a beach far across the ocean (omitted).
• Errors are noted in parenthesis

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Response to 2nd Phase of Intervention
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Phase 3

• Target words which had been read with speed and
  accuracy were embedded in 4-6 word sentences,
  such as
• We bet our hat on it.
• The cat is red.
• Read there in bed.
• Full men here at van.
• CVC words with short /i/ sound were introduced.
  The list of words included the following words
• big dim dig fit fib fin hit
• him kid lip nip pin sit tin
• CVC words with short /o/ sounds were introduced.
  The list of words included the following words
• box cot dog fog hot jog log
• mop nod not rob sob tot top

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Example of Reading Passage/Phase 3 Playing
Shuffleboard with Grandpa

• There is a shuffleboard (omitted) court (cut)
  where my grandpa lives. Most of the men there
  (omitted) play shuffleboard (omitted). Grandpa
  likes to play and sometimes he takes me with him.
  He says I can be his (a) partner anytime. Grandpa
  is a good player and he often wins (omitted).
• Errors are noted in parenthesis

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Response to 3rd Phase of Intervention
Phase 2
Phase 3
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Phase 4

• Target words were embedded into paragraphs.
  Sentences ranged from 8-12 words. 8 words was the
  average length of a 2nd grade sentence in the
  DIBELS probes and longer sentences were up to 12
  words in length.
• Example
• The men sat in the den and fed a cat. If their
  full can is by its bed, she was not mad. Ken set
  his bag on our fat pet. How will her funny,
  pretty, red hat be now? I always try to stop
  here, dont you?

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Plan Evaluation
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Estimated Completion Date
Phase 4
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Quantitative Results

• Phase 1 Phase 2 Phase 3
• of change 5 of change 6.5 of change 17
• SD 2.65 SD 3.2 SD Only 1 data point

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Estimated Completion Date

• Based on the trend line calculated for Janes
  progress, she should be reading at a beginning
  3rd grade level after 12 weeks of plan
  implementation.

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Qualitative Results

• General education teacher and reading specialist
  shared that Jane seems to be more comfortable
  reading aloud.
• Fewer omission errors made as intervention
  progressed. (26 less)
• Consultee (Janes mother) pleased with Janes
  progress and would like to continue intervention.

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Additional Hypotheses for Further Intervention

• Jane has difficulty with vowel blends, such as,
  au and ou. (Ex. Aunt and out)
• She is intimidated by long words (approx. 7
  letters or more) and should be taught to break
  them into smaller parts. (Ex. Decided)
• Jane would benefit from instruction in
  identifying and breaking apart compound words.
  (Ex. Shuffleboard)