Kyle Carlin and Tiffani Long Fort Hays State University Effective School Interventions: Interventions to Improve Reading Performance Kyle Carlin and Tiffani Long Fort Hays State University

Paired Reading Purpose To improve reading accuracy and rate with easy-to-use paired reading procedures Materials Reading material from class Timer with sound device Home-school communication form Session recording form. Often used as a home-based intervention

Decoding and Word Recognition: Paired Reading Parent Training Training done individually or in small groups Choose signal for independent reading (knock on the table, raise finger, hand raise, etc.) Demonstrate the procedures Talk to child about their day (warm-up) Set timer for 10 minutes Child chooses passage to read Parent and child read simultaneously (duet reading) When child makes an error, point to the error, say the word correctly, have child repeat the word, and re-read the sentence Errors include substitutions, omissions, additions, and hesitations lasting longer than a count of three

Paired Reading Parent Training Demonstrate the procedures (cont.) After reading correction, begin duet reading again When child gives signal to read independently, quietly praise the child and give non-verbal approval while they read Use the same correction procedures for errors Praise the child for sounding out words and attempting difficult words End by briefly talking about what was read and praise them for their efforts Distribute reading materials for practice while going around the room providing feedback Ask parents to perform paired reading for a 10-minute session, 4 days per week

Paired Reading Implementation On Monday, send reading materials home to be completed during the week May also be used in the classroom by pairing higher performing students with lower performing students

Word Building Purpose Materials To build decoding skills with an activity that transforms one word into another by changing a grapheme at the beginning, middle, or end of the word. Materials 5 to 16 letter cards, one set per student Flash cards for each word in the lesson A smiley face and question mark made out of construction paper. Optional: whiteboards

Part 1 hAT CATch cAT Word Building Go over the sounds of each students letter cards. Pronounce a word and ask the students to “build the word.” Have the students insert, delete, or exchange specific letters to build a new word. After each word, have them read it out loud. hAT CATch cAT

Part 2 Peer Tutoring Divide students into pairs of similar reading levels, and designate one to be the tutor. Each student should have a set of flashcards. Show the tutee the word, if pronounced correctly place it on the smiley face, and if incorrect place on the question mark. If neither tutor nor tutee know the word, just have them set it aside.

Part 3 Sentence Reading Write sentences on the board that contain many of the words the students have been working on decoding, and others that can be decoded based on the skills learned up to this point. Sentences should be fun and silly. “Did Tip sip and slip?” “Hot Spot does not sit on a Pot.” Call on students to read the sentences out loud reminding and encouraging them to sound out each letter. Discuss the meaning of the sentences.

Observation/Evaluation Pseudo word list Have a list of pseudo words and see how the class does on pronunciation. Quizzes Compare quiz scores before and after the lesson. R-CBM fluency and comprehensive scores

Partner Reading Purpose To improve reading fluency by providing opportunities for structured oral reading practice within a paired learning framework. Materials Timer, watch or clock with second hand, reading materials, Graph paper, Chart listing error correction procedures, Score cards, Chart with comprehension questions.

Partner Reading Preparation Administer Reading CBM or Calculate reading scores from past several weeks of class Rank the students by reading level Divide list in half, and pair up students by position on the lists. (example: #1 on list A and #1 on List B) May have to adjust for compatibility Assemble materials

Training Partner Reading Tell class that they will be practicing reading in pairs Hand out reading materials and indicate type of timer that will be used Demonstrate a Partner Reading session Partner 1 reads for 5 minutes while Partner 2 follows along and keeps time. (If passage is complete before time runs out, student starts again). Then Partner 2 reads the same passage, which Partner 1 follows along and keeps time. If the reader misreads, skips, or does not know a word, the tutor points to the word and says, “Stop. You missed this word. Can you figure it out?” If the reader figures it out, the tutor has the reader re-read the sentence. If the reader does not figure out the word, the tutor tells the reader the word and has the reader re-read the sentence. If the reader adds a word, the tutor points out the mistake, and has the student re-read the sentence. Points are earned for each sentence read correctly. Tutor keeps track of points by crossing a number off the score card after each completed sentence Make score cards

Training Partner Reading After tutoring, students take turns conducting 1-minute timings and graphing their words-read-correct-per-minute (WCPM) rates. Partner 1 reads for one minute while Partner 2 keeps time, then records performance on graph paper. Partner 2 then repeats the brief assessment. Conduct three classwide practice sessions 1st session – Partner reading, no correction, no assessment 2nd session – Partner reading with correction, no assessment 3rd session - Partner reading with correction and assessment Make score cards

Partner Reading Implementation Have students report their score to determine team scores at the end of each week. The winning team is announced and applauded. Create new pairs every 4 weeks. Can add comprehension component by having students ask Who?, What?, When?, Where?, Why? After assessment portion. Make score cards

DISSECT: The Word Identification Strategy Purpose To improve word identification skills in content area textbooks with a strategy for pronouncing and recognizing complex multisyllabic words. Materials Current classroom reading material in the content area. (social studies or science textbooks) Chart listing common prefixes and suffixes. Chart listing DISSECT steps Chart listing the rules of Twos or Threes Dictionaries

Introduction and Training Point out all of the charts: DISSECT, Rules of Twos or Threes, and Prefixes and Suffixes Discuss importance of good reading skills Describe and demonstrate the seven strategy steps, DISSECT, and explain the word- “to separate into parts” Discuss when you can apply the strategy (homework and leisure reading) Write a multisyllabic word on the board and demonstrate the entire strategy. Use a think-aloud procedure Select other multisyllabic words and select students to demonstrate

Implementation During social studies or science lessons, review the strategy when introducing new vocabulary. Provide time for students to apply the strategy during class assignments.

Observation/Evaluation Compare reading accuracy percentage scores before and implementation. Compare average grades on content area quizzes before and after implementation. Compare R-CBM fluency and comprehension scores before and after implementation.

Listening Previewing with Key Word Discussion Purpose To enhance reading fluency and comprehension by discussing key vocabulary words and providing an opportunity for students to hear what they will read prior to independent reading Materials Watch with second hand Reading materials Set of 5-8 comprehension questions for each passage Notebook

Listening Previewing with Key Word Discussion Preparation Administer Reading CBM or Calculate reading scores from past several weeks of class Match higher performing readers with lower performing readers

Listening Previewing with Key Word Discussion Training Explain to the students that they will be working in pairs to improve reading and learn new words Demonstrate Higher reader reads the first paragraph while lower reader follows along, then switch roles As one student reads, the other corrects errors (substitutions, omissions, additions, and hesitations more than 4 seconds) When making pairs, give the higher and lower readers a designation (red reader and blue reader) to ensure that the high reader always reads first. Conduct a practice session while you observe and provide feedback

Listening Previewing with Key Word Discussion Implementation At beginning of reading period, write 10-12 key words from the reading selection on the blackboard and add them to the word wall. Read the words, one at a time, after each word have the class repeat the word, and discuss the meaning. Read the selection, while students follow along. Have student break into assigned pairs, and read how they were trained After reading, hand out a worksheet containing 5-8 comprehension questions to be completed, individually or as a team. Review the questions as a class, and have students self-correct.

Graphosyllabic Analysis: Five Steps to Decoding Complex Words Purpose To improve decoding skills by teaching students a five- step syllable segmentation strategy. Materials Word cards, consisting of four sets of 25 multisyllabic words written on index cards, one set per student. Sheets of paper listing the words in each set, one sheet each per student

Intervention Steps Step 1: Read the word aloud Step 2: Explain the word’s meaning Step 3: Orally divide the word into syllables Step 4: Match the pronounced form of each syllable to its spelling Step 5: Blend the syllables to say the whole word

Step 1: Read the word aloud Display a multisyllabic word on the chalk board and pronounce it: “Finish”

Step 2: Explain the words meaning Ask the students to give the words meaning and provide corrective feedback if needed: “Finish means to complete a task.”

Step 3: Orally divide the word into syllables Pronounce each syllable aloud while raising one finger at a time to count the syllables: “Fin-ish” Explain the one-vowel, one-syllable rule: “Every syllable contains a vowel. The word finish has one vowel in each syllable, i in fin and i in ish.” Distinguish incorrect from correct segmentations: “Each letter can only go in one syllable. I can’t divide the word as fin-nish. There is only one letter n, so it can only go in one syllable.

Step 4: Match the pronounced form of each syllable to its spelling Pronounce each syllable aloud while you use your thumbs to expose each syllable in turn while covering the other letters: Fin-ish

Step 5: Blend the syllables to say the whole word Moving your finger from left to right, slowly blend the syllables to pronounce the whole word. Present another more complex examples, like violinist, and guide students through each step.

Observation/Evaluation Compare reading instructional levels before and after implementation. Compare R-CBM fluency and comprehension scores before and after implementation.

Story Mapping Purpose To improve reading comprehension by providing a visual framework and strategy for analyzing, organizing, and remembering story information Materials Reading Materials Story Map Template Overhead version of the template (optional) Copy of Map Template

Story Mapping Preparation Determine the reading levels of all students in the class by analyzing classwork or by assessing students’ comprehension skills Assemble materials

Introduction and Training Story Mapping Introduction and Training Select material at the level of the weaker readers in the class and have the students read it silently Phase 1: Modeling Tell the students that they are going to learn the parts of a story Display the story map template and explain each element Help students understand how elements are related Using think-aloud procedures, identify the elements in the story the students have just read. Phase 2: Guided Practice Handout copies of the story map, have the students read another story, and fill in the story map independently Call upon students to identify story elements, respond positively to contributions and encourage participation, explain why answers are correct or incorrect Record responses on the displayed template Phase 3: Independent Practice Have students read silently and complete their story map independently either as they read, after they read, or a combination of the two Provide assistance and feedback, but do not have students respond as a group

Story Mapping Implementation Have students read silently and fill in story maps during or after reading Review student responses during class and have students make corrections Identify reading assignments that story mapping could be used with.

Fast Draw: Improving Math Word Problem Solving w/ Strategy Instruction Purpose To increase students’ ability to solve math word problems using self-regulated strategy instruction. Materials Math folders containg: FAST DRAW strategy steps Self-monitoring strategy check off sheet Math word problem worksheets Colored marking pens and highlighters

Intervention Steps Stage 1: Introduction and Initial Group Conferencing Stage 2: Preskill Development Stage 3: Discussion of the FAST DRAW Strategy and Self-Regulation Procedures Stage 4: Modeling Stage 5: Mastery of the Strategy Steps Stage 6: Collaborative Practice with Self- Instructions Stage 7: Independent Performance

Stage 1: Introduction to Initial Group Conferencing Explain to the students they will be learning a strategy called FAST DRAW to help solve math word problems. Discuss the reasons why it is important to be able to solve math word problems in the future.

Stage 2: Preskill Development Use manipulatives and simple problems to demonstrate relationships found in addition and subtraction problems: In relation to the action implied in the word problem: For addition, objects are put together; for subtraction, they are separated or removed. In relation to the size of an answer: For addition, the largest number in the problem will get larger; for subtraction, it will get smaller. Conduct a class wide practice with each concept.

Stage 3: Discussion of the FAST DRAW Strategy and Self-Regulation Problems Give each child a card listing the 8 strategy steps and the FAST DRAW mnemonic for remembering the steps. Discuss how and why each step is used in solving word problems Discuss the importance of using self statements while applying each step Makes the statement more specific for each problem.

Stage 4: Modeling Model the use of the strategy by using these instructions: Problem definition: “What is it I have to do?” Planning: “How can I solve the problem?” Strategy Use: “FAST DRAW will help me remember all the things I need to do to solve a word problem successfully.” Self-Monitoring: “I can check off the steps of the strategy as I complete them so I can remember what I’ve done.” Self-Evaluation: “How am I doing? Did I complete all the steps?” Self-Reinforcement: “Great, I’m half way through the strategy” Have the child record examples of statements for each of the categories.

Stage 5: Mastery of the Strategy Steps Divide the class into pairs until they have memorized all 8 steps of FAST DRAW and several positive self- statements about solving math word problems.

Stage 6: Collaborative Practice with Self-Instructions Distribute the first type of word math problems to the pairs of students. Move around the room as the students are working and ask questions about what they are doing in regards to the 8 steps. Exchange papers when complete and go over the answers as a class. Move to the next type of word math problem.

Stage 7: Independent Performance During math instructional period, remind students to use the strategy and self instructions. Return to collaborative practice stage until they demonstrate mastery again.

Observation/Evaluation Compare individual student and/or class average percent-accuracy scores on word problem-solving tests before and after implementation.

Peer-Assisted Learning Strategies in Reading – PALS-R Purpose To improve reading comprehension and fluency by providing a sequence of structured activities within a paired learning framework Materials Watches or clock with second hand Reading materials Error prompt cards Procedure prompt cards Weekly score cards Make Error Prompt Cards, Procedure Prompt Cards, score cards

Peer-Assisted Learning Strategies in Reading Preparation Administer Reading CBM or Calculate reading scores from past several weeks of class Rank the students by reading level Divide list in half, and pair up students by position on the lists. (example: #1 on list A and #1 on List B) May have to adjust for compatibility Assign each pair to one of two teams Assemble materials

Peer-Assisted Learning Strategies in Reading Training Tell the class they will be practicing reading in pairs and working as a team to help everyone become better readers Guide two students through the three activities, introducing one activity per week over three weeks

Peer-Assisted Learning Strategies in Reading Training Activity 1: Partner Reading with Retell Distribute reading materials, prompt cards, and score cards to student pair. When signaled, Partner 1 reads aloud for 5 minutes while Partner 2 follows along. After 5 minutes, partners switch roles Tutors corrects 4 errors: misread words, omitted words, 4 second pauses, and added words If reader makes one of first 3 errors, tutors says, “Stop. You missed that word. Can you figure it out?” If reader cannot figure it out, tutor provides word. Reader re-reads the sentence after every error. If reader adds a word, tutor says, “Stop. You added a word. Can you figure out what word you added?” If reader cannot figure it out, tutor identifies addition. Reader re-reads the sentence after every error. After both students read, for 2 minutes Partner 2 retells in sequence what has been read. Partner 1 may prompt by asking “What did you learn first? Next?” Re-reading passage is not allowed Points are recorded by the tutor and are earned for each completed sentence. The retell is worth 10 points

Peer-Assisted Learning Strategies in Reading Training Activity 2: Paragraph Shrinking Partner 1 begins reading where Partner Reading ended, tutors continue correcting errors, but award no points At end of each paragraph, tutor asks: “Who or what was the paragraph mainly about?” “Tell the most important thing about the who or what?” The reader summarizes the paragraph in 10 or fewer words (subjects always count as only one word) If tutor thinks that reader has made a summary error, the tutor says, “That’s not quite right. Skim the paragraph and try again.” If the reader cannot get right answer, the tutor provides it If error is due to too many words, tutor says, “Shrink it.” After 5 minutes, students switch roles, with Partner 2 reading new material Points are awarded for correctly identifying the subject, stating the main idea, and using 10 words or less (3 total points).

Peer-Assisted Learning Strategies in Reading Training Activity 3: Prediction Relay This activity extends the Paragraph Shrinking activity to larger sections of text and requires students to make and confirm or disconfirm predictions The reader predicts what will be learned in the next half page of text The reader reads the half page of text aloud while tutor follows along and corrects errors The reader confirms or disconfirms the prediction The reader summarizes the half page into 10 words or less The reader then makes a prediction about the next half page of text. If tutor does not think the prediction is reasonable, they instruct the reader to make a new prediction Points are earned for a reasonable prediction, reading the half page, accurately confirming or disconfirming prediction, identifying the subject, the important thing about the subject, and using 10 words or less. After 5 minutes, partners switch role with Partner 2 reading new material.

Peer-Assisted Learning Strategies in Reading Implementation At beginning of each session, identify pairs and teams. Handout reading materials, score cards, and prompt cards and indicate how time will be kept (clock or watches) Move around the room during session, give bonus points for cooperative behavior and accurate tutoring procedures. Collect materials at end of session At end of the week, have pairs report their score and add up team’s points on chalkboard. Have class applaud winning team. Create new pairs and teams every 4 weeks.

Parents as Reading Tutors (PART) Purpose To improve reading fluency with a simple tutoring procedure that can be delivered by parents. Materials Reading texts or copies of classroom reading materials Timer Notebook Scratch paper Home reading survey Home tutoring log Small rewards

Parent-Child Training Training can be conducted in an individual, small-group, or large-group format. Encourage parents to bring the child. Select a passage from the materials sent from school. Sit beside the child so you can both see the passage and set the timer for 10 minutes. When an error is made, point to the word, pronounce it, have the child pronounce it, and then reread the sentence. Errors are defined as 1. substitutions, 2. omissions, 3. additions, or 4. hesitations lasting longer than 4 seconds. After tutoring for 4 minutes mark the farthest point of progress and have the child continue reading from the beginning to that point for the remaining 6 minutes.

Parent-Child Training cont. “Parent Check” Time for one minute having the child read from the beginning, keeping track of the errors but not correcting them. Figure out the words read correctly per minute (WCPM) and graph it. Distribute the appropriate reading level material to each parent-child, or parent-parent, pairs and have them practice.

Implementation Each Monday, send home a set of tutoring materials. Ask Parents to use the procedure 4 days a week, 10 minutes per session. Also send home a tutoring log to be returned the following Monday completed. Provide rewards for completed logs to enhance motivation.

Observation/Evaluation Compare R-CBM fluency and comprehension scores for the target students before and after the implementation. Compare percent-correct scores on reading skill exercises, quizzes, or end of the unit tests for the group of target students or the entire class before and after implementation. Compare responses on the home reading survey for the group of target students before and after implementation.

Motivating Reading Performance with Paired Reading and Randomized Group Contingencies (MRPwPRaRGC) Purpose To enhance motivation and productivity during independent reading periods with a partner reading procedure Materials Reading materials Brief comprehension quiz for each student An opaque jar that contains slips of paper numbered from 25% of the class to 75% of the class (ex. 20 students, numbered from 5-15 Notebook or folder with paper

Motivating Reading Performance with Paired Reading…(MRPwPRaRGC) Preparation Identify students who are higher or lower level readers Assemble materials Separate students into pairs, with lower readers pairing with higher readers that can assist them with decoding and comprehension Give each pair reading materials at the level of the lowest reader.

Motivating Reading Performance with Paired Reading…(MRPwPRaRGC) Training Tell the students they will be playing a tutoring game to help everyone become better readers Tell students that the class will receive a reward (ice cream party, etc.) if every student meets the criterion (pass one quiz, etc.). Show the class the jar, and explain that every Friday you will pull out a piece of paper with a number on it. If the total number of passed quizzes that week is equal to or greater than the number on the paper, then the students receive an activity reward (30 minutes of extra recess, etc.). Demonstrate reading procedures with a student Student 1 reads a page while Student 2 follows along and assists with hard words, then Student 2 reads a page When the students complete the book or chapter, they take a brief quiz over the material Discuss how partners can assist each other, such as providing unknown words, encouraging sounding words out, etc. Assign students to pairs and begin implementation

Motivating Reading Performance with Paired Reading…(MRPwPRaRGC) Implementation At beginning of tutoring session, assign pairs and distribute reading materials Handout quizzes when partners finish reading. Grade them quickly and return them to the students. On Friday, announce the number of quizzes passed and draw a slip of paper. If criterion is met, give students the reward On Monday of the 3rd week, and each week after, in private, remind students that have not passed a quiz in the grading period that they need to in order for the class to receive the reward. At the end of the grading period, provide the reward if the criterion was met As students become more successful, replace lower numbers in the jar with higher numbers.

Peer Tutoring in Vocabulary Purpose To improve reading vocabulary by increasing opportunities for students to practice academic material in the context of an interdependent group contingency. Materials List of vocabulary words Vocabulary quizzes Index cards Dictionaries List of student names with columns for stars or checks Small and large gold stars

Introduction and Training Explain to students that will be working in pairs to help them learn more vocabulary words. They will have opportunities to ear homework passes (or whatever reward). Allow 30 minutes for the initial training session, with 20 minutes for demonstration and modeling and 10 minutes for class wide practice.

Implementation On Monday distribute the list of vocabulary words and assign tutoring partners. Have one of the students write a word on one side of the index card and the definition on the other. The partner should be making sure it is correct and legible. Tuesday, conduct a whole-class review of the definitions. Have the tutoring partners practice the definitions by showing each other a card and having them tell the definition, for 20 minutes. Administer a vocabulary quiz. When both tutoring pairs receive 3 consecutive scores of 90 percent or higher, reward them with a homework pass. Once most pairs have received an award you can move to weekly quizzes rather than daily.

Observation/Evaluation Compare percent-correct scores on weekly quizzes and/or class average percent-correct scores before and after implementation. Compare VM-CBM percent-correct scores before and after implementation.

Improving Math Fluency with a Multicomponent Intervention Purpose To improve speed and accuracy with math facts with a peer tutoring procedure combining explicit timing, immediate response feedback, and overcorrection. Materials Stopwatches Math Flashcards Red and Green paper circles Assessment sheet (same problems as flashcards) Assessment answer sheets Red marking pens Scratch paper Posterboard with track broken into segments Folders with graph paper Make Flashcards

Improving Math Fluency with a Multicomponent Intervention Preparation Determine mathematics abilities of each student Assemble materials

Improving Math Fluency with a Multicomponent Intervention Training Explain to class that they will be working together to improve math skills and display the racetrack chart. Demonstrate the tutoring procedures with a student. Each tutoring pair gets a stack of flashcards, a red and a green circle, and 2 assessment sheets Tutors show the tutee flashcards for 2 minutes while tutee responds aloud If correct, the tutor says, “Correct” and places the card on the Green circle, and goes to the next flash card If incorrect, the tutor says, “Incorrect, the answer is ____,” places the card on the red circle, and the tutee write the problem and answer 3 times on the scratch paper. Students switch roles after 2 minutes. After both tutoring sessions, the pair sets their stopwatch for 1 minute and each completes their assessment sheet independently. Students then score their sheets with a red pen, or the teacher can score them Select two more students to demonstrate the procedures while you provide encouragement and feedback Conduct class-wide practice until all pairs can perform the steps correctly.

Improving Math Fluency with a Multicomponent Intervention Implementation Select student pairs Provide a brief review of math skills taught that week Have students work as trained Collect sheets and calculate the class average Return sheets at next session so students can review and graph their progress Announce the class average and have a student mark the progress on the track. Criterion can be set for rewards if desired.

On Track to Math Success 0% On Track to Math Success 5% 60% 70% 75% 55% 50% 65% 10% 80% 40% 85% 15% 35% 90% 20% 30% 25%

Reciprocal Peer Tutoring in Math Purpose To improve mathematics performance and engagement during math instruction with peer tutoring, group rewards, and self- management procedures. Materials Reinforcement Menus with activity rewards Team score cards Flash cards with math problems printed on front Happy face stickers Worksheets with four sections: Try 1, Try 2, Help, and Try 3 Instructional prompt cards Quizzes

Introduction and Training Divide the class into pairs with each pair receiving a Reinforcement Menu. Have a brief meeting with each pair to set a realistic goal for that week. Have them record there goals and the prize they will choose if they reach that goal.

Implementation For the first five minutes, conduct a review, or skills drill. Begin the RPT-M drill by passing out the flash cards. The designated tutor shows the first flashcard and the tutee answers in the “Try 1” section. If they reach the “Help” section, the teacher works the problem step by step, and then has the tutee work the problem again in the final section, “Try 3.” After 10 minutes the tutor and tutee switch roles. After the second session of tutoring hand out a problem drill sheet and have the students work on it on there own. Have them trade papers and score the drill sheets. Let the team pairs figure out if they reached there goal giving praise to those that have, and encouraging those that did not to keep practicing.

Observation/Evaluation Compare percent-correct scores on daily math drill sheets or weekly math quizzes before and after implementation. Compare M-CBM scores before and after implementation. Compare the percentages of class wide on-task and off- task behavior before and after implementation.