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

appropriate activities. Caldwell and Leslie (p.29), suggest the structure of the intervention needs to be consistent, in reference to the amount of time needed to address each component (word recognition, fluency, and comprehension) of reading. Due to Brett’s lagging skills, it was necessary Mrs. Ervin designed a broad intervention supporting a well-structured, comprehensive reading intervention. Caldwell and Leslie suggest an effective intervention incorporates a balanced structure, according to the individual needs. Mrs. Ervin’s lesson plans were consistent throughout the entirety of the intervention. Consistently utilizing her lesson plans of incorporating Guided Reading, Word Work, Writing, and Easy Reading. Mrs. Ervin deemed it necessary Brett receive one on one tutoring, due to the severity of his reading problems. According to Caldwell and Leslie (p.30), a well-structured intervention enables the instructor to plan easier and an instructor is unlikely to deviate away from the instructional plan. Therefore, concentrating on the plan and incorporating activities focused on the student’s needs. Providing a consistent program also enables the student to focus on learning and the content. Research indicates a student does not become bored with a well -structured and consistent reading intervention. Consequently, students perform better due to the comfort and security provided by the familiarity of the intervention. When students are familiar with their settings and have a clear expectation in the learning environment, students will perform confidently. Being consistent removes the unknown and eliminates the anxiety of the unfamiliar. Last but not least, Mrs. Ervin shared Brett’s progress with him utilizing charts. It is necessary to progress monitor to ensure the intervention is effective and to provide positive feedback to the student.

When considering the Structure of Instruction table Caldwell and Leslie (p.39) displayed, it is obvious Mrs.

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

intervention.

It was apparent Mrs. Ervin was a trained reading specialist. She provided a well-structured intervention for Brett. As suggested by Caldwell and Lewis (p. 3), the goal of an intervention program is to move struggling readers to a reading level appropriate to age and grade. Although, Brett did not obtain the goal of reading at a level of his same age and grade peers, he made nice progress and increased his reading scores by two years. Brett’s case study is evidence that through a well- structured and balanced reading program, struggling readers of all ages benefit greatly. In order for struggling readers to achieve reading skills comparable to same age and grade level peers, an appropriate instruction that reflects the needs of the learner is essential, which much of that lies in the structure of the reading intervention.