Minimal Reading Intervention Paper

Mesmer, E.M., & Mesmer, H.A.E. (2008). Response to intervention (RTI): What teachers of reading need to know. Reading Teacher, 62(4), 280-290.

Our student population is comprised of students from across the city, both inside of our school’s neighborhood community and far outside. Our students are largely commuters who come from the far south sides and far west sides of the city. Due to this, we are fortunate to have a student body with diverse experiences, backgrounds, familial structures, and histories. Currently, our student body is 70% Black, 25% Hispanic, and 5% White and Asian.

1. What is the intervention being evaluated? What is the hypothesis for the intervention, and what theories or empirical research is used to support that initial hypothesis?

My literacy intervention plan is to teach reading comprehension skills through an afterschool drama program. The drama program would take place twice a week at an elementary school in Washington, DC. The target students would be 2nd graders that have been identified by their teachers as students who struggle with reading comprehension. However, all students are welcomed to participate.

The intervention used first was the Peer-Mediated instruction with repeated reading (PRR). During this phase, the students were seated across from each other. The students were then given a copy of the passage, one in which to read, and the other in which to mark the time and note any errors observed, along with a stopwatch. Both students began reading from the selected text for the pair for a duration of twenty minutes at the beginning of the class. Next, the “paired reading” time consisted of each student taking turns reading using only a whisper. To ensure the fidelity of the intervention, measures were taken to ensure that one student didn’t have to be the first reader every time. During the read aloud, the student who wasn’t reading would follow protocol and read the following sentence “Stop. That word is _______. What word? Yes, ________. Please read that sentence again.” After the paired reading time, the reader would then be asked to read

Reading and writing is crucial for increasing achievement among people of all ethnicities. For many young kids, books are their primary source of learning how to read and write besides the parameter of the classroom. However, there is a significant decrease in the literacy rate found in African-American communities. There is a need for stronger literacy education for this particular group of the population. A huge problem associated with that can be attributed the failure of the public school system to effectively educate the youth. According to the 2009 NAEP data, only 33 percent of 4th graders and 32 percent of 8th graders in the U.S performed at or above proficiency in reading on national tests. These results are very discouraging, in the African-American community, but the results are even worse because only 16 percent of African American 4th graders and 14 percent of African American 8th graders performed at or above the grade proficiency level in 2009.

Designing an individual intervention to increase reading fluency requires completion of assessments that will determine the child’s reading strengths and weaknesses. An inaccurate reader needs direct instruction on improving word recognition, which may include sight words and decodable words (which rules is the student not applying) at their instructional level. Once the goals have been established, in this case fluency, the intervention will begin with an introduction on fluency and word recognition.

Madilynn participated in the focused reading intervention Read 180 with the school reading specialist. Despite Madilynn’s excitement to personalize her learning, Madilynn has experience limited success. Based on the individually administered Woodcock-Johnson Tests of Achievement IV (WJ-IV), Madilynn performed in the Basic Reading Skills cluster with a standard score of 89 (low average when compared to same age peers). On the two subtests within the Basic Reading Skills cluster Madilynn achieved the following: Letter-Word Identification-94 (Average) and Word Attack-83 (Low Average). These scores indicate that Madilynn reads in the average to low average range when compared to his age level peers. These tests measure sight word vocabulary, the

In the United States out of every four people one is from a different ethnic background other than white. These progressions are reflected in population of schools. Moreover, 2000 census data show that there are around 1% Indian/Alaskan Native students, 4% Asian/Pacific Islander students, 16% black (non-Hispanic) students, 15% Hispanic students, and 63% white (non-Hispanic) students

The study was conducted for four years and consisted of about one hundred students per grade level, as well as twenty teachers from both general and special education. All three tiers of intervention were used throughout this study. Tier 1 was used mainly for professional development for teachers of reading in order to prepare them to properly monitor and administer the interventions to their students. There were multiple sessions throughout the year so the teachers could implement their knowledge from professional development to improve their reading instruction. Tier 2 consisted of small group intervention with two to three students that met three times per week for about 10-15 minutes. The students selected for Tier 2 intervention represented the lower third of each kindergarten class. The main focus of Tier 2 was alphabet letters and sounds, one-syllable spoken words, and selecting letters to represent sounds in shortened words. First graders that received Tier 2 intervention met for 20-25 minutes three times per week and consisted of small groups. This was an addition to their classroom reading instructional time. Tier 2 for first graders focused on more intense things than in kindergarten, such as decoding words with taught letter

One-hundred and twenty-five children who had completed grades 1-3 and were at-risk for school and reading failure were randomly sub-divided into three groups to test the effectiveness a three-week summer reading program on retention and improvement in reading skills.

Research was conducted in a third grade general education classroom. The entire class participated in the method of research, but only a select group of students were assessed for the purposes of this research. Students were selected for assessment based on their performance on the Basic Reading Inventory (BRI), given in the fall. Eleven students were rated as Needs

The purpose of the study was to examine the impact of motivation to read on reading gains of struggling readers with and without learning disabilities and evaluate by conducting numerous analysis. The READ 180 program is a comprehensive reading intervention program designed to meet the needs of struggling readers in 4th through 12th grade. Moreover, the READ program included 13 students with Learning Disabilities and 25 students without a Learning Disability. The participants were exposed to a structured 18-week program. Also, the program provided plenty evidence-based teaching methods such as whole- group, small group, and technology-integrated instruction. The Adolescent Motivation to READ the Scholastic Reading Inventory measured survey and

Regarding demographic information, white (n=4) and African American (n=3) participants made up 70% of the responses. Responses also included 20% from Hispanics and 10% Asians. Female participants outnumbered males 60% to 40%. The distribution of participants is comparable the university demographics.

620). Recent research syntheses have corroborated this conclusion (Meyer & Felton, 1999; National Institute of Child Health and Human Development [NICHD], 2000; Therrien, 2004). Therrien (2004) stated: [R]epeated reading can be used effectively with nondisabled students and students with learning disabilities to increase reading fluency and comprehension on a particular passage and as an intervention to increase overall fluency and comprehension ability. (p. 252) The highly converging support from by now an extensive research base for repeated reading raises the question: What is it about repeated reading that facilitates reading fluency? Researchers have suggested that difficulty in word recognition is a major obstacle to fluent reading, while maintaining that reading is a complex process involving multiple levels of processing from word decoding to deriving meaning from sentences, paragraphs, and the text as a whole and that fluency can be jeopardized by a breakdown at any of these levels (Logan, 1997). LaBerge and Samuels (1974) argued that slow decoding creates a “bottleneck” that impedes the flow of thought and hampers comprehension. Poor readers often spend a great deal of their cognitive resources on decoding and have little left for comprehension. Conversely, good readers decode