For a student named Fredrick, an intervention plan has been created based on the findings of the Informal Reading Inventory (IRI). Based on an evaluation of Fredrick's needs and the findings of the assessments, choices regarding the intervention plan were made. These choices made it possible for the intervention plan to effectively meet Fredrick's requirements. The intervention strategy will be implemented by making sure Fredrick participates in the assessment tasks that gauge his reading proficiency. The exercises will consist of rhyme-constructed passages and phrases. These activities will involve teaching strategies that will incorporate the use of games to capture the attention of the student and ensure that he remains engaged. The assessment used will be the TOWRE and the GORT-4. The assessments will be be linked with the intervention plan and the state core curriculum learning standards to ensure the success of the plan.
Intervention Plan
Rationale for Intervention Decision
The intervention decisions were arrived at based on the assessment of the needs of Fredrick. The teacher raised concern about the reading capabilities of Fredrick thus there was a need for the issue to be looked at and the correct measures taken. His reading is a year behind compared to the other students in his class. Therefore, measures have to be taken to ensure that Fredrick manages to improve his reading capabilities to be at par with the other students in his class. His condition can be identified as dyslexia, which is a problem that is common in children with minimal brain dysfunction (Caldwell, & Leslie, 2013). Therefore, the decision was made based on the identification of the existence of the condition of Fredrick. Measures need to be taken to address the problem early in advance to aid the development of Fredrick (Common Reading Problems in Children, 2016). The best intervention plan to address his condition was taken to ensure the condition is addressed effectively (Jitendra, DuPaul, Volpe, & Tresco, 2007).
The remedy for dealing with reading problems that exist in 10% of children in the United States is early detection (Common Reading Problems in Children, 2016). The identification of the condition for Fredrick was done in good time treatment remedies can be identified. Since the parents and sibling are quite busy, Fredrick has to be put through an intervention plan that will address his condition. The decision made on the intervention plan will address the problem and ensure he improves quickly to be at par with the other children in his class. The program addresses his problem by making sure that he is comfortable and relaxed so as to achieve better results as quickly as possible (Lapkin, 2014). The intervention plan is introduced in such a way that Fredrick will be interested in it, and thus he will be willing to engage in the program. This will ensure results are achieved as fast as possible (NIH Fact Sheets, 2017).
The program will be beneficial to the child since it will ensure that Fredrick improves his reading capabilities and thus he will be at par with the other students in his class. The program will motivate Fredrick to improve his interest and involvement in reading even when the articles are not relating to science (Lapkin, 2014).
Program description
The informal reading inventory is an assessment that measures the grade level reading, fluency of the child, their ability to comprehend, their vocabulary and the accuracy of their reading when it is done orally (DuPaul, & Weyandt, 2006). The program is administered individual to assess the needs of each child individually and allow the teachers or the guardian to pay attention to the special needs of the child. The performance of the student on the IRI will be important in determining the instructional level, the kind of support the student might need to improve their reading abilities.
The program will be implemented in the case of Fredrick to assess his needs and ensure his reading capabilities are at par with those of other children in his class. The program will be implemented by first ensuring that Fredrick remains comfortable and relaxed throughout the implementation process. This was achieved through ensuring that nothing was out of the ordinary and thus the program was introduced in the form of a game. This would ensure that he remains interested in the activities of the game and thus complete the requirements of the assessment. Further, capturing his interest will help ensure that the results of the informal reading Inventory are as accurate as possible. This will help ensure that all aspects which require improvement are addressed accordingly, leading to the treatment of his condition. The implementation of the program as a game will also lead to a reduction of fear and anxiety and at the same time acts as an incentive that will make Fredrick more interested in the activities considering he likes games. This ensured that Fredrick enjoyed the sessions and consequently ensured the success of the program.
The activities involved reading three passages, which were level grade one to level grade three. At the end of the passages, three questions meant to test his understanding of the content in the passages. The second activity involved a set of sentences that were constructed with rhymes. The complexity of the passages and the sentences increased with gradually from the easiest ones to the most complex being level grade three. Further, it involved the use of multi-sensory teaching strategies (Jennings, Caldwell, & Lerner, 2013). Based on the results of the assessment the correct teaching strategies can be adopted which will ensure the needs of Fredrick are addressed correctly. The assessment will determine the needs of Fredrick in terms of the measures of the IRI and thus assist in the making of decisions on the teaching strategies that will benefit Fredrick.
Assessment
For the intervention plan, a number of assessment methods will be administered. The assessment that will be used is the reading assessment, which will comprise of two parts. These parts are the comprehension extract, which involves three passages, and the sentences constructed with rhymes. The first part will involve three passages, which increase in complexity from the first one to the last one. St the end of each passage there will be three questions, which will be used to test the ability of the individual in understanding the content of the passages. The ability of the individual to understand and comprehend the words used within the passage will assist in the answering of the questions at the end of each paragraph (Heward, 2012). For instance, in the case of Fredrick, in the first comprehension, the quality of reading of reading was as expected and thus he was able to answer the questions easily. However, where he could not comprehend and understand some of the words it became difficult for him to comprehend the passage and thus he could not answer the questions effectively and instead he appeared to be guessing.
The assessment will be done using two types of evaluations which are the Test of Word Reading Efficiency (TOWRE) and the Gray Oral Reading (GORT-4). The TOWRE is used to test the Phonemic Decoding Efficiency where the student is required to read something aloud and to sight words efficiency where the test is meant to measure the phonological awareness and reading. The test is administered where the individual is asked to read something out loud in a timed session. The testing will proceed only if the individual can respond accurately to at least one item. There are no set rules in this test and administrator will have the individual take the test based on the ability of the student to understand the test. To test whether the sight works efficiently, the individual is required to read out all the words and the sentences constructed with the rhyme are meant to test the phonemic decoding efficiency.
For the GORT-4 test, since there is prior knowledge of Fredrick being a poor reader the testing will begin at level grade one and proceed to level grade three (Weaver, 2015). The test will measure the accuracy of the individual, the rate which referrers to the time taken to read a particular extract, the fluency, comprehension and the reading ability of the individual (Parker, et al. 2015). The assessments that are applied in this program are effective in measuring the reading ability of the individual since they take into consideration the factors measured by the TOWRE and the GORT-4 test (Types of Informal Classroom-Based Assessment, 2013).
From the interpretation of the results of the test, the assessment can be used to create further intervention plans. The assessment will help identify the needs of the individual and thus assist in the development of further intervention plans (Morris, 2014). The TOWRE test, which only takes 5 to 10 minutes, is aimed at ensuring the individual understands and manages to pronounce printed words (DiPerna, 2006). Based on the score of the individual in this test, further lesson plans can be developed, which will ensure the individual increases their ability to understand and pronounce words accurately (Weaver, 2015).
Further, the GORT-4 test will help identify the difficulties that are associated with oral reading (Shanker, & Cockrum, 2013). This will measure the reading ability of the individual and thus based on the score further lesson plans can be identified. The score for each factor will be determined based on the results of each factor; the intervention plan can be developed to help in the improvement of the particular factors, which the individual scores low. This will assist in the development of the overall reading abilities of the individual (Shanker, & Cockrum, 2013).
The standards of education determine what students should know and have the ability to understand any subject in every grade (Bieber, Hulac, & Schweinle, 2015). This is decided by the state government, and they help students get good education whenever they change states or move to different states. The lesson plans will be made in such a way that they will be in line with the intervention plan and the core curriculum learning standards in the state (Bieber, Hulac, & Schweinle, 2015). The lesson plan will be linked to the intervention plan through ensuring that the plan will assist Fredrick to improve his learning capabilities and will be at par with the rest of the students in his grade. Further, the lesson plan will be in line with the core curriculum standards by ensuring Fredrick catches up with the rest of the students, and thus he can understand any subject in every grade.
Conclusion
The intervention plan takes into consideration the special needs of a student and ensures that proper measures are taken to assist the student to improve their abilities. Teachers and parents have to ensure they pay attention to the students to identify the needs of the children early in advance. The parents should spend as much time as possible with their children and observe their learning abilities to identify any conditions in advance to enable proper treatment. The teachers should pay attention to their students to identify any conditions that the students may have and ensure that proper intervention plans are adopted to ensure that students are at par with the core curriculum standards set (Trezek, & Mayer, 2015). They should ensure that students take a regular assessment test to ensure that those students that score below average are provided with special programs to improve their abilities (Trezek, & Mayer, 2015).
References
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