CASE STUDY: INTERVENTION ASSIGNMENT
Ethan’s parents have voiced concern about his reading ability. They have mentioned that
Ethan does not really like to read, but he will try when he needs too. His mom has stated that it
can Ethan a long time to read two pages with questions. His inability to understand letter sounds
affects his ability to understand certain words. One of his weaknesses is his inability to
comprehend what he is reading. Another one of Ethan's flaws is his inability to distinguish
between the beginning and ending sounds of words. It can take him up to two hours to do so.
Ethan seems to struggle with his decoding skills and reads below 100 words a minute. He also
struggles with initial, middle, and ending sounds pronunciation that seems to impact his
comprehension skills.
What are the student's weaknesses in reading are as identified from the graph?
Ethan’s teacher Mrs. Clark wants to set a goal line with universal screeners and collect data
on Ethan reading ability. The graph shows that Ethan reading score falls below his current grade
level which is the 7th grade. One graph shows Ethan’s score of 68 words correct per minute which
is underneath the goal line. The next recorded score was that he read 83 words correct per minute.
Then he recorded a third time 80 words correct per minute. Ethan has tested about 10 times has a
median score of 80. The goal for Ethan is to score above 80 and there have been times that Ethan
has scored above his median score.
How do these data correlate?
Ethan’s mother has stated that he has a hard time reading big words. She also mentioned that he
reads slower than his peers. Data has shown that Ethan has not made any improvements and
progress in his reading. Another thing to look at is that Ethan’s is well below his grade level
reading level. The Miscue Analysis chart has shown that Ethan has mispronounced multiple
words and substitute other words that seem to sound similar. Ethan often gets frustrated when he
made multiple errors causing him to be in a frustration level and not at an instructional level
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CASE STUDY: INTERVENTION ASSIGNMENT
(Shengtian et. al, 2020). Reading fluency has been shown to improve the instructional level of
students. The instruction on the prerequisite reading skills was only provided when the students
were not able to read the syllables during the syllable segmentation drills (Shengtian et. al,
2020).
How do the following components—phonological awareness, phonics, fluency,
vocabulary, and comprehension—contribute to Ethan's struggles in reading?
Ethan's phonological awareness is present. He does have the ability to determine what his word
are. He does at times struggle with sounding out the words especially the ending of a word.
Some of the phonics words he struggles with is ing, ions, and t. Ethan also struggles with certain
consonants and vowel sounds as they get mistaken for er and es sounds. Hos vocabulary seems
to be fine, Ethan just struggles with mistaking consonants and vowel sounds with one another.
Ethan's difficulties hinder fluency and vocabulary with phonics, notably blending the sounds of
words and sounding words out. Ethan's mother is worried about the gap in his learning as he
moves up a school level.
What type of research-based program could be used that supports these
interventions?
A Read Right Reading Intervention Program could be an effective reading intervention program
that could help Ethan read better. This type of program allows Ethan to have a tutor and he can
practice several reading strategies. Another intervention strategy that could be used is small
group reading, this allows Ethan to read in a small group of students around his age so that they
can support one another. An intervention like this will help develop vocabulary and define them
as well. Students need to have the ability to break up words that are based on the suffix and
prefix of a word. Some of the strategies include modeling, verbal cues, repeated reading, goal
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CASE STUDY: INTERVENTION ASSIGNMENT
setting, and a reward system (Vess et al, 2018). All students should be analyzed Another and their
progress documented. Another strategy that could work, is pair Ethan with another student that is a
strong reader. Each student can take turns reading and pronouncing words that may be unfamiliar
to them. It will help them both by exchanging reading techniques and build social skills.
What type of evidence-based program (corrective reading program) could be used
for Ethan that supports interventions which include all of the foundational
components of reading?
Ethan could benefit from a corrective reading program because it could consist of peer
tutoring and oral readings from a teacher. Ethan would benefit from one-on-one
instruction because he could be given the same passages and answer the questions without
the fear of not being able to understand it. The teacher can be the guide that helps Ethan to
independent practice.
How could the parent be involved with the interventions?
Ethan’s mother can used repeat reading and retelling. She can continue to provide support
and encourage Ethan to do his best. Ethan’s parents can give him books that are
appropriate that are on his reading level. His parents can ask questions about the books he
read. They can all watch a movie, then his parents can ask what happen in the movie.
Ethan and his parents can have a morning routine by saying a new word each time.
What assessment(s) could be used to progress monitor the reading progress of this
student?
A formative assessment and a summative assessment will be useful for Ethan. A formative
assessment can consist of journal writing, writing vocabulary, and morning readings. A
summative assessment would consist of book projects, spelling tests, reading summaries,
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CASE STUDY: INTERVENTION ASSIGNMENT
and paper writings of his vocabulary words. These types of assessment allows his parents
and Ethan to know if Ethan is grasping or improving his ability to understand what he has
learned.
References
Shengtian, W., Stratton, K., & Gadke, D. (2020). Maximizing Repeated Readings: the Effects of
a Multicomponent Reading Fluency Intervention for Children with Reading Difficulties.
Comtemporary School Psychology, 217-227.
Vess, S., Begeny, J., Norwalk, K., & Ankey, R. (2018). Tier 2 Reading Fluency Interventions
With Middle School Students: A Comparison of the HELPS-SG Program and a Teacher-
Directed Evidence-Based Intervention. Applied of School Psychology, 316-337.
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