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 http://www.interventioncentral.org/teacher- 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, 301-327. 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, 223-233.