Student Reading Intervention

| |improvement by increasing children's comprehension and vocabulary development (Trostle & Hicks, 1998). The development of language and | |

vocabulary and a better meaning of the words. By reading the book it not only helps them with

We talked about whose point of view the stories were told from, we struggled with this and it required a lot of modeling and scaffolding, and we also constructed new endings for the stories. Then we moved on to two new stories, The Three Little Pigs and The True Story of the Three Little Pigs by A. Wolf . Each time the oral and written responses improved but they still required a great deal of teacher mediation. The second assessment revealed that only 24% of my student had met the oral target and 31% had met the written. My kids were making great progress, but we had started out much lower than I had anticipated.

S.P.I.R.E. (Specialized Program Individualizing Reading Excellence) is a comprehensive reading intervention program developed by Sheila Clark-Edmands, M.S.Ed., published by EPS Literacy and Intervention and is currently in its third edition (Clark-Edmands, 2012). While S.P.I.R.E. is most appropriate for Tier 2 and Tier 3 students with learning differences and struggling learners, the program has been used in a variety of settings, including classroom, small group and one-on-one. Based on the Orton-Gillingham approach, S.P.I.R.E. incorporates the most recent research regarding best practices in reading and language arts instruction as well as the professional standards published by professional organizations such as the International Reading Association and the International Dyslexia Association (Balajthy, 2014). The program is designed to build

According to the U.S. Department of Education, autism is defined as a disorder of neural development characterized by impaired social interactions and verbal and nonverbal communication. Individuals with autism spectrum disorder (ASD) may also display attention deficits, engage in repetitive behaviors, resist environmental changes, have unusual sensory experiences, and may exhibit inappropriate behaviors that have adverse impacts on educational performance (Delano, 2007). The incidence of children identified with ASD has steadily increased and has thus changed the dynamics of education. Due to the number of children diagnosed with autism dramatically increasing over the last fifteen years, the demand for research-based

The participants in this study were 19 boys and one girl with autism and received 40 hours per week of this type of intervention for two years. Following the completion of this intensive ABA, students received supplemental instruction for the next two years while entering school. The average age of the participants was 41.5 months with a range of 20-65 months. Thirteen of the children were receiving intervention prior to age 4. Eighteen of the children were diagnosed with autism and the remaining two had labels of

Bryan Campus (mother, Edith Sanchez). Spoke to both parent and case manager (Byran has an IEP for ADD) and we have a meeting on Wednesday, December 9th at 10:00 am at Winton MS.

There were four first-time kindergarten students in the study that received the intervention, three girls and one boy. Two of the students were black, and two of the students were black. One girl was an English Language Learner. None of the students were receiving special education services. There students were chosen to participate because they were not responding well to the curriculum and not improving.

For reading comprehension, measures indicated a statistically significant difference (t (16) = -3.646, p<.05) and an effect size correlation of r =.67. Fluency measures also showed a significant difference (t (16) = -4.440, p<.05) and an effect size correlation of r =.74. The Composite score combining reading comprehension

The therapy tool I explored and critiqued was the Language Lab RTI. This therapy tool is a response to intervention (RTI) program for teaching grammar, vocabulary and story telling. It is designed for elementary school students from grade kinder through fourth whose English language abilities are below grade level standards. After exploring this therapy tool, I found it to be a great intervention tool because it is a 15-hour program that provides tier II and III language intervention for children in groups of 2-4. The language lab RTI comes in a box and contains all the required materials for the program. This intervention program can be done in a clinic setting or in a classroom, which is perfect for school aged children. The main goal for

Kindergartners are such visual learners that this picture walk supported them when they revised their settings mentioned on their new 5 Finger Retell story map. Student’s with EIP’s including Student 3, were asked to draw both settings in their illustrations. The focus students are able to understand and use the feedback that has been given during the one-on-one conference to revise their retelling by small group support and time to revise errors made on their new 5 Finger Retell story map. A small group of students with similar errors and strengths was also created to work on the amount of details a reader provides when retelling a story. Many students were very brief and broad in their writing and illustrations when retelling the events of the story of what happened in the beginning, middle, and end. Student 2 and 3 were apart of this group to enhance their retelling ability. This group of students was successful in sequencing the events, which is the related skill of retelling, however did not provide enough details when retelling the story to provide enough evidence on if they could recall more than just the sequence of the

The results of the questionnaire administered to the parents showed that their autistic children who suffered from communication impairments experienced more reading comprehension difficulties. The results also showed that autistic children who had no communication impairments were more likely not only to voluntarily read books, but also to comprehend the meaning of the text better than those with communication issues.

Autism or Autism Spectrum Disorder is one of many developmental disabilities that affect students learning. In fact, in the United States, Autism is the fastest-growing severe developmental disorder (“What is Autism,” n.d.). Also, the prevalence of Autism Spectrum Disorder is 1 in 68 children and the prevalence in boys is 1 in 42 children (“What is Autism,” n.d.). Furthermore, Autism Spectrum Disorders also affects the way a child learns and over the years, several teaching strategies have been developed to help teachers to effectively educate students with Autism. Research has also been conducted to develop and test new teaching strategies for Autism and continues in playing an important role in the education of students with Autism.

The group used to study was acquired from three groups of children from a primary school with a unit with autism. The number of children used in the autism group for this test was 18 (11 male, 7 female) aged between 7-10, who completed the assessment procedure for a formal statement of autism, and who were in the special autism unit. None of the children in the study were taking prescribed medication for behavioral effects of autism. To match the ASD group, they used a control group of 6 males and 13 females that served as a control for the receptive vocabulary group. Also 11 males and 11 females were drawn from the same primary school

The materials needed for these interventions were simple. All five interventions required a storybook, which needed to be carefully chosen, so the book was grade level appropriate and contained vocabulary words. The adult needed to be familiar with the story, in order to summarize the story and facilitate questions with the students. The vocabulary intervention required additional