INCREASINGREADING FLUENCY Implementing Reading Intervention in Grades 7-9 Andrea Nelson University of Utah Special Education
Problem Identification • Middle school students are reading below grade level, and there is no structured intervention program to close the gap. • Intervention has not been consistent across grade levels, and there has been little improvement since the beginning of the school year. • Because students are reading below grade level, they are having difficulty accessing and making progress in the general curriculum. • Expectation: Students’ reading levels will increase and that will make it easier for them to perform well in class.
Problem Analysis Students are reading below grade level are not making substantial progress. Students are experiencing difficulty completing classroom and homework assignments. No reading intervention is currently in place to increase reading ability. Undesirable behaviors increase in classes where a lot of reading is necessary.
Development & Implementation • Implementing a research-based reading intervention program to increase reading fluency. (Higher Steps) • Intervention will be implemented by resource teachers and paraprofessionals • Progress will be tracked through Higher Steps program, measuring fluency • 7th Grader: Start Higher Steps Level 3E • 8th Grader: Start Higher Steps Level 4M • 9th Grader: Start Higher Steps Level 4D • Anticipated growth rate: 2 wcpm per week • End of term: Conduct third reading benchmark to see if the intervention has helped and the students have made progress.
Weekly Progress Monitoring During every lesson, students were timed while reading on their instructional level for one minute. The reading rates below were recorded during the final intervention session for each week.
Growth by Grade 7th Grader 8th Grader 9th Grader Overall Growth
Benchmark Reading Rates WCPM Benchmark
Intervention Evaluation Overall Growth • From Week 1 to Week 9, all three sampled students have shown growth in their reading rates. • Each student has had regressive days, several circumstances have been noted that likely had an impact (i.e.- had fight with friend) but overall, the results have been positive. • The 9th Grader has increased enough in fluency to move to the next reading level. • Since the implementation of the intervention, each student has turned in more complete work in History and English.