Kyle Carlin and Tiffani Long Fort Hays State University

Kyle Carlin and Tiffani Long

Fort Hays State University

Effective School Interventions: Interventions to Improve

Reading Performance

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.

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

Decoding and Word Recognition: 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

Paired Reading

PurposeTo 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.

Materials5 to 16 letter cards, one set per studentFlash cards for each word in the lessonA smiley face and question mark made out of

construction paper.Optional: whiteboards

Word Building

Word BuildingGo 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.

Part 1

Peer TutoringDivide 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 2

Sentence ReadingWrite 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.

Part 3

Pseudo word listHave 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

Observation/Evaluation

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

Partner Reading

Training• 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

Partner Reading

Training• 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

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.

Partner Reading

PurposeTo improve word identification skills in content

area textbooks with a strategy for pronouncing and recognizing complex multisyllabic words.

MaterialsCurrent classroom reading material in the

content area. (social studies or science textbooks)

Chart listing common prefixes and suffixes.Chart listing DISSECT stepsChart listing the rules of Twos or ThreesDictionaries

DISSECT: The Word Identification Strategy

Point out all of the charts: DISSECT, Rules of Twos or Threes, and Prefixes and Suffixes

Discuss importance of good reading skillsDescribe 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

Introduction and Training

ImplementationDuring social

studies or science lessons, review the strategy when introducing new vocabulary.

Provide time for students to apply the strategy during class assignments.

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.


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


• Match higher performing readers with lower performing readers


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


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.


PurposeTo improve decoding skills by teaching

students a five-step syllable segmentation strategy.

MaterialsWord 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

Graphosyllabic Analysis: Five Steps to Decoding Complex Words

Step 1: Read the word aloudStep 2: Explain the word’s meaningStep 3: Orally divide the word into syllablesStep 4: Match the pronounced form of each

syllable to its spellingStep 5: Blend the syllables to say the whole

word

Intervention Steps

Step 1: Read the word aloudDisplay a multisyllabic word on the chalk

board and pronounce it:“Finish”

Step 2: Explain the words meaningAsk the students to

give the words meaning and provide corrective feedback if needed:“Finish means to

complete a task.”

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 3: Orally divide the word into syllables

Pronounce each syllable aloud while you use your thumbs to expose each syllable in turn while covering the other letters:

Fin-ish

Step 4: Match the pronounced form of each syllable to its spelling

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.

Step 5: Blend the syllables to say the whole word

Compare reading instructional levels before and after implementation.

Compare R-CBM fluency and comprehension scores before and after implementation.


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)

Story Mapping

Preparation

• Determine the reading levels of all students in the class by analyzing classwork or by assessing students’ comprehension skills


Story Mapping


• 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.

Story Mapping

PurposeTo increase students’ ability to solve math

word problems using self-regulated strategy instruction.

MaterialsMath folders containg:

FAST DRAW strategy stepsSelf-monitoring strategy check off sheetMath word problem worksheetsColored marking pens and highlighters

Fast Draw: Improving Math Word Problem Solving w/ Strategy Instruction

Stage 1: Introduction and Initial Group Conferencing

Stage 2: Preskill DevelopmentStage 3: Discussion of the FAST DRAW

Strategy and Self-Regulation ProceduresStage 4: ModelingStage 5: Mastery of the Strategy StepsStage 6: Collaborative Practice with Self-

InstructionsStage 7: Independent Performance

Intervention Steps

Stage 1: Introduction to Initial Group ConferencingExplain 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.

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 2: Preskill Development

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 stepMakes the statement more specific for each

problem.

Stage 3: Discussion of the FAST DRAW Strategy and Self-Regulation Problems

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 4: Modeling

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 5: Mastery of the Strategy Steps

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 6: Collaborative Practice with Self-Instructions

During math instructional period, remind students to use the strategy and self instructions.

Return to collaborative practice stage until they demonstrate mastery again.

Stage 7: Independent Performance

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


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

Peer-Assisted Learning Strategies in Reading – PALS-R

Preparation


• 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


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


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).


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.


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.


PurposeTo improve reading fluency with a simple

tutoring procedure that can be delivered by parents.

MaterialsReading texts or copies of classroom reading

materialsTimerNotebookScratch paperHome reading surveyHome tutoring logSmall rewards

Parents as Reading Tutors (PART)

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

“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.

Parent-Child Training cont.

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.

Implementation

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.


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 and Randomized Group Contingencies (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


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.


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

Peer Tutoring in Vocabulary

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.


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.

Implementation

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.


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

Improving Math Fluency with a Multicomponent Intervention

Preparation

• Determine mathematics abilities of each student



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.


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.


90%

0%

5%

40%

55%

15%

10%

30%25%20%

70%65%

60%

50%

80%

75%

85%35%

On Track to Math Success

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

Reciprocal Peer Tutoring in Math

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.


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.

Implementation

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.


Documents

Kyle Carlin and Tiffani Long Fort Hays State University