Reading Intervention Case Study

In the case study, it was evident the intervention encompassed the necessary elements required to provide a successful reading intervention for Brett, as suggested by Caldwell and Leslie. Firstly, the tutor determined the severity of the reading problem, after interviewing the parent and analyzing prior reading evaluations. The tutor determined Brett was reading five years below grade level. However, the tutor proceeded to complete an informal reading inventory to assess word recognition, fluency, and comprehension levels. Determining Brett’s independent and instructional reading levels are critical to ensure appropriate reading materials at approximately the 2/3 grade level comprehension, silent rate of a first grader, and oral reading accuracy at a second grade. However, word recognition appeared to be his strength.

Secondly, Mrs. Ervin developed the framework of the intervention. Mrs. Ervin provided Brett reading materials which allowed him to utilize background knowledge through personal interest, providing successful comprehension opportunities, thus providing

Ervin meticulously developed a successful reading instruction incorporating all elements shared on the table. The structure elements Mrs. Ervin incorporated into Brett’s instructional intervention are format, time, and lesson structure. In reference to the article, Mrs. Ervin’s intervention consisted of Guided Reading and scaffolding the instruction. Hence, providing a model reader and gradually releasing the responsibility of work to the student. The intervention consisted of word work, repeated readings, writings, comprehension activities, and listening to the story on tape for homework. The format, time, and structure of the instruction was well established and the teacher did not deviate from the structure, which is absolutely necessary to provide a consistent