Jenny Bowyer ED 572 Tutoring Part 1 3/18/13 My subject, Madison, is a 7th grader who is currently reading at a 2nd to 4th

grade level depending on the special education teacher that you ask. Madison's reading fluency and comprehension skills can fluctuate from week to week as seen in her fluency recordings. The fluency observations are completed once every week or two during sustained silent reading in her 3rd period language arts class where she and two other students are having the book, Tales of a Fourth Grade Nothing, read to them by an aid. Since the current special education teacher has resigned, I will begin checking fluency for the students. After conferring with Madison's special education teachers, observing her in language arts, grading her language arts assessments and assignments, reading her IEP, and participating in her IEP meeting, it is clear that Madison's reading fluency and sight word recognition is low leading to her poor reading comprehension skills. Madison has multiple errors in spelling, grammar, and sentence structure. She has problems answering questions that deal with textual comprehension and implied comprehension. Her IEP goals for the remainder of the year are to increase her reading fluency and sight word recognition. Her IEP goals from her previous special education teacher are as follows: when given a reading passage at the 4th grade level, Madison will be able to read 9 out of 10 sight words correctly, then be able to restate what she has read in at least two sentences orally and/or written form, when assessed 3 out of 4 times with at least 75% accuracy; when given a reading passage at the 4th grade level, Madison will be able to read 8 out of 10 sight words correctly, then be able to restate what she has read in at least 1 sentence orally and/or written form, when assessed 3 out of 4 times with at least 75% accuracy; when given a writing assignment or reading response question, Madison will be able to write a paragraph (s) with the description and/or response with textual support, while utilizing correct spelling 80% of the time, when assessed 2/3 time given a rubric and/or writing checklist; when given a writing assignment, Madison will be able to write a paragraph (s) with descriptions and

support, while utilizing correct spelling 80% of the time, when assessed 2/3 time given a rubric and/or writing checklist; and when given a reading response question, Madison will be able to write a paragraph (s) response with textual support, while utilizing correct spelling 80% of the time, when assessed 2/3 times given a rubric and/or writing checklist. I have assessed Madison's reading level using Ekwall/Shanker reading inventory. I began the assessment using a graded word list (GWL) then completed the assessment using an oral reading test and silent reading test to assess reading comprehension. On the GWL, Madison had no errors on the preschool and kindergarten word list. She had two errors on the first grade GWL and seven errors on the second grade GWL. For the second part of the assessment, I used the oral reading passages and the silent reading passages. I began the assessment at the first grade level. For her oral assessment, Madison had three word recognition errors and no reading comprehension question errors which place her at the instructional level for oral reading comprehension. For her corresponding silent reading passage, her reading rate at 58 seconds was fast and she missed one question which placed her at the independent level. At the second grade level on the oral comprehension passage, Madison had three word recognition errors and one comprehension reading question error thus placing her at the instructional level. The corresponding silent reading comprehension passage also placed Madison at the instructional level. Her reading rate at 68 seconds fell into the medium range and she missed one comprehension question. Next, I tested Madison at the third grade level which was a grade level higher than her GWL. On her oral reading comprehension passage, Madison scored at the instructional level. Her word recognition errors increased to ten but she has zero errors on the comprehension questions. A change also occurred at this level with the silent reading comprehension passage. Madison's reading rate dropped to the slow level with a time of 113 seconds but she only missed one question that placed her at the independent level. Madison reached frustration level when she was tested at a fourth grade level. On her oral reading comprehension passage, Madison had 27 word recognition errors and 6.5 reading comprehension question errors thus placing her at the frustration level. Her silent reading

comprehension passage yielded the same results. Conclusively, Madison is a 7th grade student with an instructional reading level of between second and third grades at the oral and silent reading comprehension levels. Her initial GWL assessment places her at a second grade level. I place her instructional reading level at second grade. She needs an intervention to increase her vocabulary and her fluency which will in turn increase her comprehension. Madison's tutoring will be centered around increasing her reading fluency thus increasing her sight word recognition and her comprehension skills. I will be using a repeated reading intervention to help develop fluency and reading comprehension. My goal is for Madison to be reading at an instructional level consistently at a third grade level by the end of the tutoring session by increasing her reading fluency 20% over the level she is at currently. Another goal is for Madison's sight word recognition to increase with the repeated reading intervention. I would like to have Madison be able to read the second grade GWL from Ekwall with 100% accuracy 2 out of 3 times.

Part 2 The intervention I will be using for Madison's tutoring is the repeated reading intervention. The rational behind this choice is as follows: strong body of research to support it, student will see progress, develop fluency and reading comprehension, and it works. The plan will be implemented Monday thru Friday during the 20 minute study hall from 12:00pm to 12:20pm for approximately six weeks. Madison will come to my room where there are no students during this time. She is comfortable in the setting which will alleviate any anxiety over the intervention. The passage will be at the Madison's current reading level of second grade until she masters the passages then we will move forward accordingly. The passages will be timed for 1 minute. She will be given feedback after each selection. The student will read the passage three times. After the second time, we will graph the results together so she can see her progress. Her reading fluency will be

compared to the norms for her current grade level. As she meets and surpasses the norms, I will offer passages at the next highest grade level. At the end of the tutoring, I will conduct post testing based on the Eckwall/ Shanker reading inventory and compare her pretest assessment with her post test assessment and graph the results. Jennifer Bowyer EDP 572 Tutoring Part 3 Final Report May 4, 2013 1. Tutoring was implemented through the use of an initial IRI to determine the appropriate grade level. My student's reading is equivalent to 2nd grade. Next, I used DIBELS passages to conduct repeated readings in order to improve my student's reading fluency. Based on scientific research increasing fluency will increase comprehension and make the student an over all better reader. Our sessions were for 20 minutes during study hall on Monday thru Thursday in my classroom. The time has worked out perfectly to complete three readings for one passage everyday. 2. My implementations differed from my initial report in that I did not stop Madison after one minute of reading. I timed her while she read the entire passage three times. I felt that only allowing her to read for one minute would not allow her to comprehend the meaning of the passage. While she read, I kept a record of mistakes that she made for each reading. I wanted to see if there would be a pattern in her mistakes and if she would self correct after being corrected by me during the first reading. I, also, wanted to see if she made fewer mistakes as she read faster. At the end of the session, we would compare how much better she read from the first cold reading to the third reading. I would correct her mistakes during the initial reading. I began looking for a decrease in the reading times from the initial cold read on passage one to the corresponding cold readings on the subsequent passages. I, also, began to pay attention to the amount of mistakes from the initial cold read to her third reading and then comparing those to previous sessions. Madison has been averaging 2% errors when reading so I tested her at a third grade level for the remaining week of tutoring.

3. The lesson plans did not change from session to session because I wanted to give the time necessary for the intervention to work. The grade level of the passage changes to 3rd grade for the last week of tutoring. She was reaching the goal of decreasing her errors by a minimum of 5 each sessions so I made the decision to move up a grade level. Repeated readings take time to show any change in reading fluency and she was showing small changes for the good each session. There was no change in fluency for a time frame but she was becoming confident, she began stopping at punctuation, she was trying out her voice by using a little emotion, and her behavior in class was showing slight changes. She began trying to answer questions in class, she began losing the vacant look, and became more engaged in class through eye contact, smiles, and asking questions. The child that came to our first session was not the same one I saw at the last. I needed to continue with the repeated readings because Madison had formed so many bad habits to cover up her lack of reading skills that I knew it would take quite a while to break the bad habits and then make new good habits. The lessons plans are as follows: School: Crestview Middle School SUBJECT: Tutoring Class period: 6 Date: 3/3/2013-5/4/2013

LESSON: Repeated readings for fluency

OBJECTIVES: The student will increase her reading fluency by a minimum of 5 words per session and decrease reading time form the first reading to the third reading by a minimum of 5 seconds per passage. MATERIALS NEEDED: DIBELS oral reading fluency progress monitoring passages 2nd and 3rd grade. OUTLINE: Introduction: 1. pass out readings 2. state directions Activities: 1. have student read passage three times and record time and missed words Assessment: 1. Record reading times for all three readings and missed words 2.Graph 1st read time and 3rd read time after each session.

ACTIVITY: Have student read grade level passage from DIBELS three times to improve fluency

The attached graph is showing the change in the time it took Madison to read the passage for the first or cold read compared to her final 3rd reading.

Repeated Readings for Fluency

Madison Tutoring
7 6 5
Time

4 3 2 1 0 1 2 3 4 5 6 7 8 9 10
Sessions

Column A Column B

The blue line indicates the first reading and the orange line indicates the final reading. The graph indicates a decrease in time from her first reading to her last reading thus showing improvement in reading fluency. The large discrepancy in her fourth reading was when she was frustrated with the material. The story discussed the colors of a rainbow and did not mention all of the colors or the order in which Madison knows them and she became agitated. When she became agitated with the content, it threw off her concentration. Her times were off and she made a large number of errors. As the sessions continued her reading times began to plateau and I realized that she needed more of a challenge. During the 8th session, I had Madison reread her first passage to compare the results. She made only two errors and her time had decreased dramatically. The 9th session shows the change from the second grade

reading passages to the 3rd grade passages. Madison was nervous about moving up a grade level and it showed in her initial reading. I should have told her after she read the passage that it was at a higher grade level. In comparison, her end of tutoring testing using Ekwall/Shanker reading inventory are as follows: 1st grade oral reading results were no word recognition errors and no question errors thus placing her at the independent level; her silent reading results at the 1st grade level were also at the independent level with no errors and time at 44 seconds that places her in the high medium range for reading rate. At the 2nd grade level, she had 3 word recognition errors and no errors in questioning thus placing her at the same instructional level as pretesting. Her silent reading passage post test placed her at the independent reading level compared to the instructional level of pretesting. She made no errors in questioning and read the passage in 68 seconds placing her reading rate at medium. At the 3rd grade level for post testing, Madison's reading level was at the instructional level. Her word recognition score dropped from 10 errors pretesting to 7 errors post testing and she missed one question. Her silent reading time dropped significantly from 113 seconds pretesting to 67 seconds post testing placing her in the medium range. She made two errors post test compared to one error pretest in questioning. There is significant change in the fourth grade reading passage from pretesting to post testing. In the oral reading passage, Madison only had 8 word recognition errors post test compared to 27 pretest and she only missed one question compared to 6.5 in the pretesting. She moved from the frustration level at the beginning to the instructional level at the end of tutoring. Her silent reading also improved from the frustration level to the instructional level. She had two errors on the questions and read the passage in 101 seconds. Madison reached frustration at the 5th grade reading level. She had 12 errors during her oral reading and missed 4 questions. Her oral reading reached the frustration level when she read the passage in 119 seconds and missed 5 questions. Pretesting and post testing show that Madison increased her reading fluency by one grade level proving the repeated reading strategy to be a success. In conclusion, the repeated readings strategy was a success in improving Madison's fluency

from a second grade to a third grade level. After completing the final IRI, she did not reach the frustration level until the fifth grade reading level. She made fewer mistakes this time compared to the first testing. She has a positive attitude and a willingness to learn. With continued intervention, her reading skills will improve. It is my belief that if all reading interventions stop that Madison will revert back to her previous reading habits unless she continues to improve her sight word recognition and relearns phonics skills to replace the survival techniques she has taught herself in order to get by in class. With continued intervention Madison's reading IEP goal is as follows: In May 2014, Madison will achieve a reading score at the fourth grade level or above as measured by the Ekwall/Shanker reading inventory- 5th edition. Behavioral objectives are as follows: 1.By October, when given a list of 20 unknown words that contain short-vowel sounds, Madison will decode them with 90% accuracy on each of 5 trials. 2.By October, when given 20 unfamiliar words that contain long-vowel sounds, Madison will decode them with 90% accuracy on each of 5 trials. 3.By December, Madison will correctly pronounce 20 words with 90% accuracy on each of 5 trials to demonstrate understanding of the rule that where one vowel follows another, the first vowel is pronounced with a long sound and the second vowel is silent (appeal, coat). 4.By December, Madison will correctly separate 20 words by syllables with 90% accuracy on each of 5 trials to demonstrate understanding of the rule that each syllable in a word must contain a vowel (les-son).