ENHANCING READING INTERVENTION FOR AT RISK STUDENTS
DIRECTIONS – REVIEW SESSIONS
Purpose
The purpose of the review sessions is for ongoing monitoring of student progress. Use the data collected in the review sessions to ascertain if the student is continuing to make progress and for evidence for discontinuance. A score above 90% in accuracy and above 50% for comprehension (retell) is a measure suggesting that students are performing at an instructional level.
General Comments
Each student is to be seen on anindividual basisfor the review session. It is envisaged it will take between fifteen and twenty minutes per student to complete the Review Session tasks. Your role is to administer the tasks and record the responses.
In this ‘testing situation’ provide reinforcement that encourages the student to participate in the task, (Eg. Well Done! Good Effort!), rather than
reinforcement that indicates the accuracy of the responses (eg. That’s correct).
- Word Reading Tasks (Session Words / Pseudo-Words)
- Encourage the student to read the words on the provided sheet;
- Record the student’s response by marking the appropriate box on the
record sheet;
- It is possible that more than one column may be marked, eg.
Target Word / Read Automatically / Sounded Out / List Attempt if Miscue Made
jet /
tap / pat (A)
bug / b-ug / bud
pot /
(A)read automatically, although incorrectly
- When introducing the pseudo-word list, inform the students that the words are not real words;
- Encourage them to make an attempt at all words on both lists.
2. Performance levels
Reading Level / Word reading accuracy (%) / Comprehension (%)Independent / 99 / 90
Instructional / 95 / 75
Frustration / Below 90 / Below 50
Review sessions –A score above 90% in accuracy and above 50% for comprehension (retell) is a measure suggesting that students are performing at an instructional level.
3.Text Reading “A Day at the Circus”
- Indicate to the student that they are to read the text and then re-tell the story at the end;
- During the reading, provide no cues other than telling the student to read-on if they are experiencing significant difficulty with a word;
- While the student is reading, record the following information on the record form above each word:
Record a above the word if it is read correctly;
Place a h where a hesitation occurs;
Record the miscue above the word where it occurs;
Write in SC next to the miscue if the student self-corrects the miscue;
Place a circle around a word omitted;
Write in words added to the story where they occurred.
Yesterday, Dot went to the circus with her Mum and Dad. In her red bag, she had her hat and her rug. Her Dad put on his big cap. It was a hot day.
- Following the reading, again encourage the student to re-tell the story in this or her own words. Use non-specific questions (eg. What happened next?) if the student is reluctant with this task rather than focused questions (eg. Where did Dot go?).
- Record the text items retold. Please note that the student does not need to repeat the specific words. What is critical here is that text items included in the student’s retelling are identified.
- Scoring of the retell has been calculated taking into consideration the
story grammar and semantic context.
4. Scoring (Suggestions for scoring the retell)
1. Number the items in the order in which the student recalls them, in the column, Item Present.
2. To score a point for an item, all aspects of the text item (sentence) must be present in some form, in the student’s retell.
*As long as you are consistent, you might like to award ½ points, if half or more than half of the information was clearly present.
Eg 1: The day is hot (Score: 1 point)
Eg 2: Dot went to the circus with her dad and mum, yesterday. (Score: 1 point)
Eg 3: She had ahat in her red bag. (1/2 point) Almost, but left out rug.
Eg 4: She had ahat in her bag. (0 point) Left out too much detail, red bag & rug.
Eg 5: Her Mum put on her cap (Score: 0 points)
Eg 6: She had her things in her bag (Score: 0 points)