Mallory Nasatir Instructional Program Context for Instruction: The student I am working with is an eighth grader who has

a specific learning disability. The assessment and instruction will both occur during his resource class, which is tenth hour. The materials for instruction include a selection of many passages, two copies of each, one for the student and one for the instructor, a stopwatch, and the record sheet. Program Objective: During one-on-one instructional period in the resource period, the student will read aloud an independent level reading level passages with 150 words correct per minute for three consecutive probes. Generalization: One concern I have is whether or not the student will generalize across reading passages. This would be addressed through teaching sufficient exemplars. With every new skill I will teach, I will use a new reading passage. This way I can teach across multiple passages at the same time. Another concern I have is whether or not the student will generalize across different genres. This will also be addressed through teaching sufficient exemplars. When teaching a new passage, I will choose from different genres in order to teach different genres at the same time. This strategy will help the student to generalize across different reading passages and different genres. Rationale: Increasing his reading fluency will help the student in every subject area with instructions and readings, and especially in language arts. The student has a specific learning disability which mostly affects his reading ability. Therefore, reading fluency will be useful for this student to work on. Assessment Procedures: 1. Choose a passage at the Lexile level of 950-1100 the student has not read before 2. Take two copies- one for the student and one for the evaluator 3. Have student read the passage while timing him at the beginning of resource 4. Mark words skipped or pronounced incorrectly with a slash through the word on the evaluators copy as student reads 5. Calculate wpm from the total words and time it took the reader 6. Count errors 7. Have student record the date, passage number, wpm, and errors on his log so he can keep track of his own fluency progress 8. Repeat steps 1-8 with different passages until consistent results are found 9. Graph data for words correct per minute Assessment Schedule: The baseline will be conducted conducted at every available opportunity until stable. Once the program begins, a probe will take place each time he starts a new passage. Instructional Procedures:

Skills to be targeted in mini-lessons: Phrasing, Smoothness, Expression, Pace, Volume Teach the skills listed above in mini-lessons in the following way: -Choose an appropriate passage at the independent reading level (Currently the Lexile number of 950-1100) -Assess student for a cold read -Have student graph his cold read on a bar graph -Explain the skill/quality why its helpful to the reader -Give a good model of the reading using the skill being taught -Read three more sections, some with good quality and some with poor quality. I will discuss with him after each reading whether or not the example was using the skill or not. -Select a section of the passage that has an opportunity to practice the specific skill being worked on. -Do a choral reading for 30 seconds with the teacher and student at the students reading rate -Have student practice the reading section by himself -Assess student on reading the entire passage for a hot read -Have student graph his hot read next to cold read to see his progress after the program -Begin new reading with a probe Reinforcement: The student receives reinforcement at the end of each reading or each practice sentence by the instructor saying referring back to the specific skill or characteristic that is the focus of the minilesson or a previous mini-lesson. Maintenance: Due to the nature of this skill, no special procedures are needed for reinforcement fading or supporting maintenance. The student will be reading across classes and years. This will naturally be maintaining the work we have done. After the program is discontinued, the student will be probed one time each week for a month to ensure the skill is maintained.

Research Rationale: Ready, Set, Go: Three Strategies to Build Reading Fluency by Beth Anne Pruitt and Justin T. Cooper found that using repeated readings can be beneficial to teaching reading fluency. Using repeated readings will help build the students sight vocabulary because the student will be seeing the same words over and over again. A one-minute timing is typically used. This article says that changing the genre is good for fluency building, but if the student is struggling too much with the new genre, then it is good to stick with the current genre for the next passage, and then

try a new genre again. Another important part of the research in the article was that oral reading fluency is an effective way to measure general reading skills and to find if someone is a struggling reader and needs extra instruction. The strategy of repeated readings was specifically found to help students who have learning disabilities. Repeated Readings Versus Continuous Reading: Influences on Reading Fluency and Comprehension by Rollanda E. OConnor, Annika White, and H. Lee Swanson suggests that readers who are behind in fluency cannot improve without specific reading fluency interventions. This article also suggests that both continuous reading and repeated reading increase the reading fluency equally.

Sample Data Sheet and Graph:

Date WPM Errors Comments