Elizabeth Curtin Name of Student: KK Skill: Reading Fluency

EDPR 250

Instructional Program- Fluency

Initator/ who will manage program: Elizabeth Curtin, Teacher Context for instruction: Instruction for sight words will occur in the back of the special education classroom in a junior high in Mahomet, IL between 9:02am and 9:30am. We will use Six Minute Reading Solutions passages to practice fluency. The only people present will be the teacher (Elizabeth Curtin) and the student, KK. Program Objective This program addresses reading fluency. This programs objective is: In reading/language arts class each day, KK will read in the 75th percentile at the 3rd grade reading level. Mastery will be reading at least 152 correct words per minute with 90% accuracy from a 400 level passage. Generalization My goal for KK is to generalize these skills to other aspects of her schooling. Developing reading fluency will prepare KK to learn at more advanced reading levels and develop her reading comprehension. Once KK has developed a high level of reading fluency, she will be able to generalize this skill to reading materials outside of her reading/language arts class. She can use this skill in all other academic areas as well as outside of school. She can generalize the reading fluency skills she learns to a variety of reading tasks and in many other situations. To teach KK generalization, I will use programming common stimuli. Once a week, KK will practice her reading fluency by reading different texts/materials. I will have KK read texts from other classes and materials, and I will monitor her fluency rate. Examples of materials I will use will be textbooks, novels, newspapers, or magazines. This will allow KK to transfer her fluency skills to a variety of materials she uses both in an out of school. To monitor KKs progress, I will test her fluency rate using grade-level texts in the same way I will assess her using the Six Minute Solutions passages. This will allow me to assess and monitor KKs ability to generalize the fluency skills she is developing through my instruction.

Elizabeth Curtin Rationale

EDPR 250

Instructional Program- Fluency

Reading is important in all aspects of life, so being able to read at a competent rate will assist KK in many areas. Developing a competent reading fluency rate is important because throughout life and schooling reading is consistently stressed and practiced. KK is following a general education curriculum in reading/language arts. During this class, reading is consistently practiced. Individually, students are expected to read two chapters of a book each week. As well, the class does reading aloud for various activities. KK will constantly need to read. Having grade level reading fluency will allow KK to keep up with her peers and reading in all of her classes. As well, reading is commonly practiced in everyday life outside of school. Having a good reading fluency will allow KK to have better reading skills outside of the classroom. Overall, reading is a skill that is used both in and out of school, so having good reading fluency will assist KK in all aspects of life. Assessment Procedures These procedures will occur on a weekly basis when instruction is provided. 1. Sit KK down at the table and sit across from her with two copies of a level 300 (3rd grade) reading passage. 2. Tell KK that you will give her a passage to read and she will have one minute to read as many words in the passage as she is able to. 3. Give KK the passage (keep the other passage). 4. Start the timer and simultaneously say start. 5. Listen to KK reading and mark any mispronounced or missed words with a slash mark.* 6. After one minute, stay stop and take passage from KK. 7. Record the number of words read and the number of mistakes made. *If KK does not correctly pronounce a word within 3 seconds of that words time to be read, mark as incorrect. Assessment Schedule For baseline, I will probe KKs reading fluency with a 300 level reading passage until baseline is established. From then on, I will assess KK every Monday during her weekly cold read with a new passage. I will assess her during fluency time from 9:02am-9:30am.

Elizabeth Curtin Instructional Procedures

EDPR 250

Instructional Program- Fluency

Instruction will occur on every scheduled or naturally occurring opportunity. To instruct KK on reading fluency, I will do the following steps: Monday I will be assessing KK on Mondays. No instruction will occur. KK will do a cold read of a new passage and I will record her correct words per minute. 1. Sit KK down at the table and sit across from her with two copies of a level 300 (3rd grade) reading passage. 2. Tell KK that you will give her the passage to read and she will have one minute to read as many words in the passage as she is able to. 3. Give KK the passage (keep the other passage). 4. Start the timer and simultaneously say start. 5. Listen to KK reading and mark any mispronounced or missed words with a slash mark.* 6. After one minute, stay stop and take passage from KK. 7. Record the number of words read and the number of mistakes made.

Tuesday, Wednesday, Thursday 1. Using the 300 level passage that was assessed in the cold read on Monday, KK and I will participate in a reading together. a. Sit KK down at the table and sit across from her with two copies of the level 300 (3rd grade) reading passage from that weeks instruction. b. Give KK one copy of the passage. c. Tell KK that I am going to read a sentence aloud and that she should repeat the reading of the sentence. d. Read the first sentence aloud. ** e. KK will repeat the first sentence that I read out loud. ** **This process will be repeated until the entire passage is finished. 2. Using the same passage, KK and I will participate in choral reading. a. Tell KK that we are going to be reading the entire passage together. b. Say Start

Elizabeth Curtin

EDPR 250

Instructional Program- Fluency

c. Both KK and I will read the passage out loud simultaneously (I will read at the same pace as KK). 3. Using the same passage, KK will do an individual read aloud of the entire passage. a. Tell KK that she is going to be independently reading the entire passage at her own pace. b. Start the timer and simultaneously say start. c. Listen to KK reading and mark any mispronounced or missed words with a slash mark.* d. Allow KK to read through the entire passage out loud, but record CWPM after one minute. Friday On Fridays, KK will participate in a hot read of the same passage from instruction that week. This will not be included in weekly assessment because KK will have seen this passage many times. 1. Sit KK down at the table and sit across from her with two copies of the level 300 (3rd grade) reading passage from that weeks instruction. 2. Tell KK that you will give her the passage to read and she will have to read the entire passage independently. 3. Give KK the passage (keep the other passage). 4. Listen to KK reading and mark any mispronounced or missed words with a slash mark.* 5. Allow KK to read through the entire passage out loud, but record the number of words read and the number of mistakes made after one minute on the instructional data chart. *If KK does not correctly pronounce a word within 3 seconds of that words time to be read, mark as incorrect. Constant Time Delay 1. 2. 3. 4. Present a passage to KK. When KK comes across a word she does not know or mispronounces a work provide the correct response after three seconds. Allow KK to repeat the word. Allow KK to continue reading the passage. When KK comes across a second word she does not know, provide the correct answer after three seconds.** 5. Allow KK to repeat the word. ** 6. Move through the entire reading passage 4 times during each instructional period. Continue to provide 3 second latency period for each unknown or mispronounced word. ** Repeat steps 4 and 5 until entire passage is completed.

Elizabeth Curtin

EDPR 250

Instructional Program- Fluency

Reinforcement Specific verbal praise will be provided to KK after she reads through a passage actively after each guided, choral, and independent read. This verbal praise might include a good job or nice reading, KK!. I will also provide non-verbal praise when KK is exhibiting effort to read at a high fluency rate but is still maintaining her accuracy. I might provide nods or smiles throughout reading. Also, at the end of each week, I will allow her to choose a passage to read for the following week (from the 300 level passages) if she showed active participation and engagement throughout instruction. This will encourage KK to participate so she can choose her next passage. Maintenance Reading is the fundamental skill for all other core content areas. As a result, reading is encouraged in all areas of academic instruction. Thus, KK will encounter reading in many aspects of school and life, and will be consistently encouraged to read aloud in reading/language arts class as well as other classes. To ensure maintenance has been achieved, I will call on KK to read aloud in class during reading/language arts class during the class novel read. As well, I will gradually fade reinforcement and praise which will naturally encourage maintenance. Finally, once KK has reached a goal on a specific passage, I will assess that passage once every two weeks to ensure she is maintaining that reading fluency level.

Elizabeth Curtin Skill Sequence:

EDPR 250

Instructional Program- Fluency

Rhyming Isolation Phonemic Blending Awareness

Reading

Vocabulary

Segmentation

Decoding

Comprehension

Letter-Sound Prosody Fluency WCPM Sightwords

Inferential

Literal

Letter ID

Elizabeth Curtin Research Rationale

EDPR 250

Instructional Program- Fluency

In the first article by Meisinger, Bloom, and Hynd (2010), different components of reading ability assessment are discussed. This article discusses the difference between reading fluency and word reading. According to this article, reading fluency is being more highly recognized as a component in diagnosing reading difficulties in young students. Reading fluency is a separate skill than word decoding, according to Meisinger, Bloom, and Hynd, and this difference has major implications on assessing a students reading abilities. A study done by the University of Georgia indicated that failing to assess reading fluency when looking for students with reading disabilities can cause under identification. Through this research, it was determined that reading fluency should be assessed separate from single word reading ability. It is important to assess fluency at a level that allows a student to decode words successfully in order to get an accurate measure of reading rate. Instead, though, many studies do not assess fluency at all or are assessing fluency in conjunction with word reading ability. The second article by Otaiba and Mabel (2006) addresses teaching reading fluency to students with emotional and behavioral disorders. This article indicates that students with behavioral disorders struggle to learn reading fluency because they have difficulty paying attention and becoming engaged in the lesson. It is suggested that students who had difficultly becoming engaged and paying attention should be instructed with passages at their independent level. These passages should have a relatively large number of overlapping words, and should be about an interesting topic. Secondly, it is imperative that the teacher models the behavior the student is seeking to achieve. The teacher should model oral reading fluency before the student practices. Finally, motivation is crucial in teaching reading fluency. It is important for teachers to help students become excited to read and be engaged in the lesson. The information presented in these articles will play a large role in my instructional program. First, I will be sure to instruct KK at her independent reading level. This will allow KK to accurately and automatically read the words. Rather than having to spend time decoding unfamiliar words, reading passages at her reading level will allow KK to focus solely on reading at the fastest rate she can. This will also allow me to take accurate measures of reading fluency without influences from word decoding processes. After reading the second article, I realized the importance of modifying my instruction to meet KKs individual needs. While KK does not have a behavioral disorder, she does oftentimes struggle with becoming engaged in a lesson and paying attention. Thus, I will make sure my instruction is engaging for KK so she can be interested in the lessons I provide. For example, I will find passages that will appeal to KKs interests. These passages will be easy for her to decode, and they will have many overlapping (rather than new and unfamiliar) words. Lastly, I will be sure to model oral reading fluency to KK before expecting her to perform the skill. This will give KK an idea of what is expected of her throughout the lesson. Through these techniques, KK will become engaged and interactive in her learning. This will provide for engaging instruction and positive educational outcomes.

Elizabeth Curtin

EDPR 250 References

Instructional Program- Fluency

Meisinger, E., Bloom, J., & Hynd, G. (2010). Reading fluency: implications for the assessment of children with reading disabilities. Annals of Dyslexia, 60(1), 1-17. Retrieved from http://web.ebscohost.com.proxy2.library.illinois.edu/ehost/detail?vid=4&hid=11&sid=cee517e3-e00f-4717-b8fcdd49580f5b20@sessionmgr11&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ== Otaiba, S., & Rivera, M. (2006). Individualizing guided oral reading fluency instruction for students with emotional and behavioral disorders. Intervention in School and Clinic, 41(3), 144-149. Retrieved from http://web.ebscohost.com.proxy2.library.illinois.edu/ehost/detail?vid=6&hid=11&sid=cee517e3-e00f-4717-b8fcdd49580f5b20@sessionmgr11&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ==

Data Collection Data Charts Assessment (Mondays) Date CWMP Accuracy

Elizabeth Curtin

EDPR 250

Instructional Program- Fluency

Data Collection (Tuesday, Wednesday, Thursday, Friday)- Daily Independent Reads Dates CWPM 1 CWPM 2 CWPM 3 CWPM 4 Accuracy Accuracy Accuracy Accuracy 1 2 3 4

Averages for Daily Independent Reads Dates Average CWMP Average Accuracy

Elizabeth Curtin Graph

EDPR 250

Instructional Program- Fluency

Correct Words Per Minute

100 99 98 97 96 95 94 93 92 91 90 89 88 87 86 85 Assessment Occurrence Words per Minute

Accuracy
100 75
% Accuracy

50 25 0
Assessment Occurrence