Running head: Field Study and Intervention Report 1

Field Study and Intervention Report

Trisha Katsuno

University of Hawaii

SPED 638
Field Study and Intervention Report 2

Data and Progress

Aaron’s Data Goal Line Trend Line

Assessment

Aaron was administered the Dynamic Indicators of Basic Early Literacy Skill (DIBELS)

8th Edition Grade 3 assessment in oral reading fluency (ORF). The student reads a passage aloud

for one minute. Words that a student omits, substitutes, or cannot read within three seconds are

considered errors. If self-corrections are made within three seconds they are considered to be

read correctly and do not count as an error. The oral reading fluency score is the number of

words read correct per minute. Three ORF passages were used to obtain baseline data. I used the

DIBELS assessment because it is comprehensive, timed, and quick. I wanted to find out more

information about how Aaron decodes and his reading rate. His ORF scores were, 28, 31, and 39
Field Study and Intervention Report 3

words correct per minute (wcpm). The benchmark goal (which is criterion-referenced) for oral

reading fluency at the beginning of third grade, is to read 75 or more words correct per minute.

Since Aaron’s scores are below 44 wcpm, he is considered “at-risk in regards to fluency and

accuracy with reading connected text.” The DIBELS recommends, “intensive intervention

supports and weekly progress monitoring”.

To progress monitor for the next six weeks, easyCBM was used. According to the

University of Oregon, easyCBM website, the curriculum-based measures yield “valid data to

help improve instruction, decision making and student outcomes”. Six Passage Reading Fluency

(PSF) passages were used to assess the effectiveness of the reading intervention strategy. Just

like the ORF passages, a student reads a passage for one minute. The number of words read

correctly in one minute is the student’s score.

Intervention

The intervention that was chosen for Aaron was the BEST strategy. This strategy was

picked for Aaron because he is dyslexic and has difficulty decoding multisyllabic words. I

noticed that he frequently mumbled, made up a word, or substituted for words he could not easily

decode. It did not matter to him if the word made sense or not. The BEST strategy is taken from

Rollanda E. O’Connor’s book, Teaching Word Recognition: Effective Strategies for Students

with Learning Difficulties, second edition. The BEST strategy is an effective, “two multistep

research-based strategy that requires students to break apart and analyze long words”. The

strategy incorporates the student’s knowledge of affixes and vowels that indicate syllables. The

acronym for BEST is taught to the student. The B is Break off the word parts you know; E is

Examine what’s left, and underline vowels; S is Say each part; and T is Try the whole thing in

context. In the first step, break off the word parts you know, helps with isolating affixes,
Field Study and Intervention Report 4

identifying the base word, and using vowels to separate syllables. When first introducing this

strategy, you want to start with three or four words and guide them through the steps. By the time

the student says each part he or she will say the word slowly and be able to pronounce the correct

word by the last step.

In the journal, Learning Disability Quarterly, an article written in 2000, “Reading

Outcomes for Students with and without Reading Disabilities in General Education Middle-

School Content Area Classes”, the DISSECT reading strategy (which is the same as the BEST

reading strategy but used with middle school students) was researched and implemented. The

peer-reviewed article states, “The ability to decode unknown words both rapidly and accurately

is an important prerequisite to reading fluency and comprehension.” All groups in the study,

including students with reading disabilities improved in accuracy of oral reading fluency, and

were within the range of mastery.

Research shows that students with reading disabilities had a sound understanding of the

BEST strategy in four to five days (5 minutes a day, with a new word list). However, it took an

additional two weeks before students were actually using the strategy in their reading. It is

suggested that teachers use this strategy for a few minutes a day for a minimum of three weeks.

Tutoring Log

Week Notes/Data Reflection

1  Introduced BEST strategy for decoding
words. Used words from the benchmark
assessment (ORF passage) to introduce/model
the strategy, using the words: invented, fabric,
disagree, natural, machines
 Used My Kite Is Stuck! And Other Stories by
Salina Yoon. Read the book together and
used the BEST strategy on the following
words: stuck, knock, porcupine, finally,
honey, flowers, goose, curtains.
Aaron was able to use the
BEST strategy effectively,
and it seemed to work well
for him in decoding or
reading unknown words. He
enjoyed reading and said it
was fun. He used the strategy
appropriately and correctly.
By the end of the lesson he
was automatically writing
down the word, breaking off
Field Study and Intervention Report 5

 Aaron picked a “just right” book at his
independent reading leve. He read, Let’s Go
For a Drive! by Mo Willems. He read it
aloud and used the BEST strategy for words
he could not decode or misread: Piggie,
drivey, umbrellas, wrong.
 Progress-Montoring: EasyCBM/PSF Passage
Form 3-1 administered. Total words read: 62
- # of errors: 2 = 60 wcpm
 Gave him a bookmark of the BEST strategy
2  Reviewed the BEST strategy
 Word List: attending, another, nervous,
introduced, decided
 Reread, Let’s Go For a Drive! by Mo
Willems. He was able to read the whole book
correctly with no errors. He did self-correct a
few times.
 Aaron read a new book, Danny and the
Dinosaur Go to Camp by Syd Hoff. He read
it aloud and used the BEST strategy for words
he could not decode or misread: vacation,
leader, rowed, ketchup, carried, toasted, tired*
 Progress-Montoring: EasyCBM/PSF Passage
Form 3-2 administered. Total words read: 68
- # of errors: 6 = 62 wcpm
3  Reviewed the BEST strategy
 Word List: country, enormous, delicious,
even, several
 Reread, Danny and the Dinosaur Go to Camp
by Syd Hoff. Words read correctly (that he
misread from week 2): vacation, ketchup,
toasted, rowed. Misread words: leader,
carried, tired*
 Aaron read a new book, My Friend Rabbit by
Eric Rohmann. He read it aloud and used the
BEST strategy for words he could not decode
or misread: mouse, reach, trouble
 Progress-Montoring: EasyCBM/PSF Passage
Form 3-3 administered. Total words read: 71
- # of errors: 6 = 65 wcpm
the word parts with lines,
underlining vowels, and then
saying each part. We will
continue using the BEST
strategy for Aaron’s
intervention. He will
continue to practice reading
using Let’s Go For a Drive!
Aaron had been reading Let’s
Go For a Drive! throughout
the week and had lots of
practice reading the words
that he was able to read it
with no errors. He enjoys
reading things that are at his
independent level and makes
him more confident in his
reading ability. He struggled
with more of the words in
Danny and the Dinosaur Go
to Camp. Tired is a sight
word that the BEST strategy
cannot be applied to. I gave
him the book, so he could
read it during reading time.
He still enjoys the reading
strategy and is getting better
at it.
Aaron did not read Danny
and the Dinosaur Go to
Camp as often, because he
still misread three of the
words. Repetition and
practice is important for
Aaron to retain his word
knowledge and phonics skills.
I will emphasize to him that
he should reread the new
book for the week at least
three times.
Field Study and Intervention Report 6

4  Reviewed the BEST strategy Aaron said that he read My

 Word List: movies, county, displays, excited, Friend Rabbit three times this
velvet week. He only misread one
 Reread, My Friend Rabbit by Eric Rohmann. word, which was an
Words read correctly (that he misread from improvement from last week.
week 3): mouse, trouble Misread words: The new book had some
reach difficult words, but he was
 Aaron read a new book, Everyone Can Learn able to effectively use the
to Ride a Bicylce by Chris Paschka. He read it BEST strategy to help him
aloud and used the BEST strategy for words read the unknown words.
he could not decode or misread: training, Reminded him to reread the
smidge, balance, courage, determination new book for the week at
 Progress-Montoring: EasyCBM/PSF Passage least three times. I am happy
Form 3-4 administered. Total words read: 88 with the fact that he is able to
- # of errors: 5 = 83 wcpm read more words per minute
in his ORF passages.
5  Had Aaron teach the BEST strategy to me. I changed it up this week by
 Word List: bought, engine, especially, battery, having Aaron teach me the
tunnels BEST strategy first. He did
 Reread, Everyone Can Learn to Ride a Bicylce an excellent job and I know
by Chris Paschka. Words read correctly (that that he had really learned it.
he misread from week 4): training, Aaron said that he only read
determination, balance, courage Misread Everyone Can Learn to Ride
words: smidge a Bicylce twice this week. He
 Aaron read a new book, Bumble Bees by Fran didn’t do too bad and only
Howard. He read it aloud and used the BEST misread one word. I
strategy for words he could not decode or appreciated his honesty.
misread: antennas, nectar, pollen Since I’ve only had him read
 Progress-Montoring: EasyCBM/PSF Passage fiction stories, I decided to
Form 3-5 administered. Total words read: 76 have Aaron try reading a non-
- # of errors: 3 = 76 wcpm fiction book. Most of the
words he did not know in
Bumble Bees were new
vocabulary words, specific to
this non-fiction book.
Although he went a little
down, and read 76 wcpm this
week, he had fewer errors
than the past two weeks. I am
still happy with the progress
he has made.
6  Had Aaron teach the BEST strategy to me. I was not able to work with
 Word List: following, special, curious, Aaron as much as I would
learning, wondered have liked for the past two
weeks. We had a field trip
and then Aaron went on a trip
Field Study and Intervention Report 7

 Reread, Bumble Bees by Fran Howard. He
misread the same words from week 5: nectar,
pollen, antennas
 Aaron read a new book, Dragonflies by
Margaret Hall. He read it aloud and used the
BEST strategy for words he could not decode
or misread: large, yard, crunch, swoop,
through*, young.
 Progress-Montoring: EasyCBM/PSF Passage
Form 3-6 administered. Total words read: 71
- # of errors: 8 = 63 wcpm
and then he was out sick. He
was able to teach me the
BEST strategy which I was
relieved about. He did not
reread Bumble Bees during
the last two weeks, and
therefore misread the same
three words. He had a
difficult time reading the new
book, Dragonflies and used
the BEST strategy on six
words. Through* is a learned
word. His wcpm was even
less than week 5 and he only
read 63 wcpm. This is not a
surprise since I was not able
to work with him consistently
for the past two weeks..

Summary

Aaron began the school year reading well below grade level and could only read 28

wcpm on a third-grade oral reading passage. Other baseline assessments had him reading 31 and

39 wcpm respectively. Aaron’s goal was to read 80 wcpm, by the end of the six-week

intervention period. I chose 80 wcpm because that would put Aaron at the low end of the

strategic range for DIBELS ORF, by the middle of third-grade. Since Aaron was considered to

be in the intensive range, I wanted a realistic goal for him. The BEST strategy intervention was

implemented a week after the last baseline assessment was given. I feel that the intervention was

effective immediately. As I began progress monitoring, Aaron read 60 wcpm on his first PSF

passage. As the weeks went by he had small steady growth with 62 wcpm in week 2 and 65

wcpm in week 3. I felt that he did not make too much progress because he does not do enough

independent reading which allows him to practice using the BEST strategy. By week 4 I saw the

most gains as Aaron was able to read 83 wcpm and surpassed his goal, which was the most he
Field Study and Intervention Report 8

ever read during the six weeks of intervention. During that week, he did the most independent

reading in addition to the intervention. The next week I saw a little decrease with 76 wcpm read

on his PSF passage. Again, he was not consistent in his reading during the week. During week 6,

we had a field trip, and Aaron left on a trip and then was sick and did not have consistent, daily

intervention instruction. I believe that is why he only read 63 wcpm on his last PSF passage

given.

I believe that with consistent instruction using the BEST strategy Aaron will continue to

improve in his decoding skills, specifically with multisyllabic words. However, I would also

include a sight word intervention because I noticed that he is not able to read some learned words

which cannot be decoded. Another suggestion is to have Aaron read more. He needs to

consistently read during independent reading time and at home. The more opportunities he has to

read, the more he is able to practice using decoding strategies and reading sight words.