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Academic Intervention Breanna Dailey Valerie Rice EDPS 654.

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Presentation on theme: "Academic Intervention Breanna Dailey Valerie Rice EDPS 654."— Presentation transcript:

1 Academic Intervention Breanna Dailey Valerie Rice EDPS 654

2 Case Information Grade: Kindergarten Area of Concern: Letter Identification Referral Issue: Cannot identify or name letters of the alphabet Goals: –name all 26 upper and lower-case letters by the end of the school year –meet average fluency benchmark by the end of the year

3 Problem Description Child is unable to recognize letters of the alphabet, a skill deficit which will significantly reduce his/her reading ability Not due to behavioral problems

4 Selected Intervention Pre-Arc Cards: matching letter shapes to letter names (Hall, 2012) Letter name, letter sound, and phenome segmentation fluency contributed to reading development (Ritchey & Speece, 2006; Brown-Chidsey & Steege, 2010) Letter fluency is a valid indicator of reading skills (Speece, Mills, Ritchey, & Hillman, 2003)

5 Baseline Materials: Letter Naming Fluency Probe Generator (Intervention Central, 2014) Recommended Fluency Benchmarks –Beginning of Year: 29/min –Middle of Year: 52/min –End of Year: 62/min (50/min = low) (Center on Teaching & Learning, 2012) School psychologist will collect at least 3 data points Note letters that are more difficult to identify

6 Progress Monitoring Materials: Letter Naming Fluency Probe Generator (Intervention Central, 2014) 1x/week Use recommended benchmarks Note letters that are more difficult to identify School psychologist collect 3 data points and reassess

7 Implementing the Intervention Frequency: 2x/week, 20 minutes Duration: 6 weeks (may reassess based on progress monitoring) Implemented by school psychologist Goal: know 26 upper and lowercase letters; meet end of year fluency baseline –May reassess based on progress monitoring Materials: Ten letter cards, 52 individual plastic letters

8 References Brown-Chidsey, R. & Steege, M. W. (2010). Response to intervention: Principles and strategies for effective practice. New York: Guildford. Center on Teaching & Learning (2012). DIBELS Next recommended benchmark goals. Retrieved April 21, 2014, from https://dibels.uoregon.edu/docs/DIBELSNextRecommend edBenchmarkGoals.pdf Hall, S. (2012 ). I’ve DIBEL’d, Now What? Next Edition. Sopris Learning Group. Intervention Central. (2014). Letter naming fluency probe generator. Retrieved April 21, 2014, from resources/letter-name-fluency-generator Ritchey, K. D., & Speece, D. L. (2006). From letter names to word reading: The nascent role of sublexical fluency. Contemporary Educational Psychology 31, Speece, D. L., Mills, C., Ritchey, K. D., & Hillman, E. (2003). Initial evidence that letter fluency tasks are valid indicators of early reading skill. The Journal of Special Education36,


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