Rebekah Hall

Due: November 18, 2016

Instructional Intervention Project Report

Spelling CVC, CVCV, and CVVC Words

120
100
80
60

Percent of Correct Spelling Words

40
20
0

Date of Data Collection

One of C.P.s goals for reading language arts for the first nine weeks of the 2016-2017
school year was to increase in written language skills from being able to spell fewer than five
words, to being able to correctly spell a list of 5 CVC, CVCV, and CVVC words with 100%
accuracy, as measured by daily work and or teacher made tests. C.P. receives pull-out reading
intervention and support for seventy-five minutes a day, five days a week and is given a list of
five to fifteen spelling words from a list of Dolch words divided by level (pre-primer, primer,
grade one, grade two, and grade three) each week. This is C.P.s second year of reviewing and
testing over this list of words. The baseline indicates the students ability to spell randomized
pre-primer and primer words from the Dolch list. As the data indicates, the student has difficulty
using phonemic separation to solve how words are spelled using the sounding out method.

Rebekah Hall
Due: November 18, 2016
The first intervention involved daily word work using multi-sensory methods of
practicing spelling words. C.P. had the option to spend ten to twenty minutes each day practicing
his words using multi-sensory methods, such as spelling them out using alphabet flashcards, a
whiteboard, or sand or magnetic letters on a cookie sheet. As the semester went on, it was
apparent that there was a disconnect between the multi-sensory intervention and C.P.s increase
in spelling skills.
The week of October 24, 2016 marked the beginning of a new nine weeks and the
updating of goals for all students served under special education. C.P.s goal for written language
skills was changed from being able to correctly spell a list of 5 CVC, CVCV, and CVVC words
with 100% accuracy to being able to correctly spell a list of 10 CVC, CVCV, and CVVC words
with 70% accuracy. The new goal is based off a more realistic view of the students current
spelling abilities while simultaneously allowing for a higher student success rate.
The week of October 24, 2016 also marked the beginning of a new intervention for C.P.
The student went back to the pre-primer (beginning) words on the Dolch list, as well as started
completing nightly spelling homework based on a personalized spelling menu. C.P. was given
a spiral with a menu attached to the inside cover. This menu gives C.P. the option to choose
among different spelling activities each night and includes activities such as hiding words in a
drawing, writing the words three times each, practice spelling tests, and building pyramids with
the words. Since the implementation of this intervention, the student has increased from a 41.5%
accuracy rate to an 83.3% accuracy rate. The nightly reinforcement of spelling patterns paired
with the power of activity variability and student choice has helped the student reach higher
levels of success and self-confidence. Over the course of completing this intervention project, I
have realized the importance of tailoring instructional interventions to each individual student.

Rebekah Hall
Due: November 18, 2016
Though using multi-sensory methods of instruction is usually considered an effective strategy for
all students, it did not yield the desired results in the case of C.P.