TIII - Academic Intervention: ORF Words Correct

Problem Identification:
Two third grade students were identified as being at very high risk for falling below grade level in their reading
performance throughout the 2021-22 school year. Due to concerns expressed by teachers, I started a form of
more targeted support for the two students.

Intervention:
The intervention consisted of having the students participate in a program based on the Wonders reading
curriculum. The intervention is designed to enhance students’ basic reading skills, specifically phonemic
awareness. We met once a week, for a period of 45 minutes, and had a total of 8 weeks of intervention. We
had a 3-week break due to winter break, which appears to have lowered the average ORF correct words
students were able to read after the break.

Evaluation:
The GAS of +2 was established to be reaching an improvement of an average of 6 correct words., with a
PND of less than 3 data points overlapping with baseline. +1 was determined to be an improvement of 6
words correct with 3 or more overlapping points with baseline. Since more than 3 data points overlapped with
baseline, despite having an increase of an average of more than 6 words ,GAS was established to be +1. The
average of the group at baseline, before the intervention, was 13.8 (11.5+16+14/3). The average score of the
group at the end of the intervention was 28.5 words correct. That is a difference of 14.7 in 8 weeks of
intervention. The Effect Size is d=1.40. Overall, it appears as though the intervention was effective at
helping the students be able to identify and read more words correctly.

Fidelity:
I was the one administering the intervention, and fidelity was followed by following the intervention
step-by-step as the guidebook (and the intervention specialist on this program) asked me to do it. 95% of the
intervention was followed with fidelity, but twice throughout the intervention sessions, we did not have
enough time to go through the whole thing in one session due to lack of time, and we skipped one section of
the intervention to ensure they had enough time to read the story.