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Esther Kim

SPED Practicum
February 21, 2014

Instructional Program

Name of student(s): Student A Initiator(s): Esther Kim

Context for instruction
This instructional program seeks to improve Student As fluency and decoding skills.
Instruction will take place in a 50-minute reading resource class. This class takes place
during eighth period, which is the second to last period of the school day. All of the
students have an Individualized Education Program (IEP). Materials needed for this
program are

Program Objective
When given a reading passage at a second grade level, Student A will read at least 90
words per minute with at least 95% accuracy.

When given a list of sight words, Student A will read the words with 100% accuracy.

When given a list of words that contains short vowel sounds, long vowel sounds,
diphthongs and vowel digraphs, Student A will read the words with 100% accuracy.


Generalization

In order for the Student A to be able to generalize, a sequential modification strategy
would be used. Student A will be given a passage to read (Corrective Reading) and the
student should be able to generalize her fluency and decoding skills when she reads the
passage out loud. Eventually, she could start reading text out loud in other classes besides
reading so that she will be able to use her fluency and decoding skills for other subjects.

Rationale
It is important for Student A to improve her decoding skills and fluency because this will
help her have a better grasp of the reading material. Student A is already highly skilled in
comprehension and by being able to read through a passage without stopping so
frequently, she will add to her comprehension. In courses like social studies or science,
where the reading material could be more difficult, having high fluency and decoding
skills could help her to understand the material better.

Assessment Procedures
1. Give the reading passage to the student.
2. Have a copy of the reading passage in front of the assessor.
3. Tell her to start reading at the words, Go.
4. Set the timer for one minute.
5. Ask her to start when she is ready.
6. When the student starts reading, start the timer.
7. If Student A attempts a word twice, tell her the word so she can move on.
8. If Student A reads a word incorrectly, do not say anything and mark an x on the
assessors copy on the word.
9. If Student A corrects herself, that word is not counted as an error.
10. When time is up, mark her ending place by drawing a line after the last word
before the timer rang.
11. Count up the words and write it on the top of the assessors copy.
12. Count up the errors and write it after the number of words read. (# of words
read/# of errors)

Assessment Schedule
In order to assess for baseline data, the instructor will assess the student on each
scheduled opportunity until performance is stable. Once instruction begins, Student A
will be assessed at the end of every instructional session of this program. She will be
assessed every Monday and Friday.

Instructional Procedure
Instruction will occur on every scheduled opportunity except when the students are being
assessed. Each instructional session will be broken into three parts: sight words,
decoding words with vowel sounds, and fluency.

Sight words:

1. Have a stack of 10 flashcards with one sight word written on each card in hand.
2. Show the flashcard to the student.
3. Read the word out loud as soon as the student sees the word.
4. If she reads it correctly before the initiator, praise her by saying, Thats right!
Good job!
5. Repeat steps 2 to 4 for the rest of the flashcards.
6. Show the student the flashcard again.
7. Wait one second before reading the word out loud.
8. If the student reads it correctly before the initiator, praise her.
9. Repeat steps 6 to 8 for the rest of the flashcards.
10. Show the student the flashcard again.
11. Wait three seconds before reading the word out loud.
12. If the student reads it correctly before the initiator, praise her.
13. Repeat steps 10 to 12 for the rest of the flashcards.

Decoding words with short vowel sounds, long vowel sounds, diphthongs, and vowel
digraphs:

1. Have a list of ten words that contain short vowel sounds with the vowel
underlined in each word.
2. Point to the first word and say the vowel sound at the same time.
3. Read the complete word out loud with 0 second time delay.
4. If the student says the sound or reads the word correctly before the initiator, praise
the student.
5. Repeat steps 2 to 4 for the rest of the words on the list.
6. Point to the first word and say, What sound?
7. Wait 2 seconds before saying the sound.
8. Say, What word? and wait 2 seconds before reading the word.
9. If the student says the sound or reads the word correctly before the initiator, praise
the student.
10. Repeat steps 6 to 9 for the rest of the words on the list.
11. Point to the first word and say, What sound?
12. Wait 4 seconds before saying the sound.
13. Say, What word? and wait 4 seconds before reading the word.
14. If the student says the sound or reads the word correctly before the initiator, praise
the student.
15. Repeat steps 11 to 14 for the rest of the words on the list.

Fluency:

1. Provide the student with a reading passage.
2. Set the timer for 1 minute.
3. Ask her to read when she is ready.
4. Start the timer when she begins to read the passage.
5. Mark the errors on the initiators copy of the passage as the student reads.
6. Have the student stop reading when the timer goes off.
7. Count how many words she read and the number of errors she made.
8. Have the student mark the score on her fluency graph.
9. Provide feedback for the student for each error.
10. Read the passage out loud to model for the student.
11. Set the timer for 1 minute.
12. Have the student read the same passage again.
13. Mark the errors on the initiators copy of the passage as the student reads.
14. Have the student stop reading when the timer goes off.
15. Count how many words she read and the number of errors she made.


Reinforcement
Provide verbal praise when the student reads the word correctly before the initiator does.
Provide verbal praise when the student improves her fluency score.

Maintenance
In order to check if the student has maintained these skills, the student will be asked to
read passages that contain sight words and words with the various types of vowel sounds.
If she is able to decode the words without much hesitation, then the initiator would
determine that her decoding skills have been maintained. The student would also be given
reading passages through AIMSweb and if she reads 90 or more words per minute with
95% accuracy, the initiator would determine that her fluency skills have been maintained.


Research Rationale

Bliss and Skinner (2006) in their article, Enhancing an English Language
Learning Fifth-Grade Students Sight-Word Reading with a Time-Delay Taped-Words
Intervention used the constant time delay procedure to teach the ELL student sight
words. While Student A is not an English Language Learner, she still struggles with
decoding and the researchers have found this intervention to be successful. While the
initiator does not have a tape recording of the words, she will read the words according to
the time delay procedure.
Cohen et al. (2008) used a decoding strategy with a constant time delay procedure
to teach students with disabilities to read words with short vowel sounds. Each participant
of the study improved his or her decoding skills after instruction. Due to the research, the
constant time delay procedure will be used in this instructional program.


Skill Sequence






























Reading at Grade
Level
Decoding Fluency
digraphs
diphthongs
Long vowel sounds
Short vowel sounds
5
th
grade text
4th grade text
3rd grade text
2nd grade text
Sample Data Sheet and Aimline




0
10
20
30
40
50
60
70
80
90
100
110
120
130
W
o
r
d
s

R
e
a
d

P
e
r

M
i
n
u
t
e

Words Read Per Minute
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
P
e
r
c
e
n
t

A
c
c
u
r
a
c
y

Percent of Words Read Accurately During
Fluency Test



0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
P
e
r
c
e
n
t

A
c
c
u
r
a
c
y

Percent of Sight Words Read Accurately
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
P
e
r
c
e
n
t

A
c
c
u
r
a
c
y

Percent of Words with Vowel Sounds
Read Accurately

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