ACADEMIC SKILLS

PROBLEMS
CHAPTER 6
Step 3: Instructional
Modification II: Specific Skills
Areas

Miriel Martinez

The statistics:
National Reading Panel found that over 17.5% of the nations
schoolchildren will encounter reading problems within their first 3
years of school
Approximately 75% identified as having reading problems
by third grade are found to be struggling in reading at
ninth grade (Francis, Shaywitz, Stuebing, Shaywitz, & Fletcher,
1996; Shaywitz, Escobar, Shaywitz, Fletcher, & Makuch, 1992).
Discussion Question: How did you feel when Shapiro stated,

Approximately 75% identified as having reading problems

by third grade are found to be struggling in reading at ninth
grade. (p.213)
What factors do you think attribute to these ongoing struggles? Think of
your experience in schools as well as the necessary skills within reading
that a student would need to acquire within a short period of time (PreK3)

Reading
What should students be able to do?

Generally:
Phonemic Awareness
Decoding & Recode letters and sounds
Reading connected text
Comprehending connected text

Reading
What supports can we provide?
Fluency Practice Sessions (15-20 minutes) where students
practice reading and receive corrective feedback
Previewing: Learner reads or listens to passage prior to
instruction/testing (there are 3 types)
(1) oral previewing, or having the learner read the assigned
selection aloud prior to the reading lesson
(2) silent previewing, or having the learner read the passage
to him or herself prior to the lesson
Student reads assigned passage silently and then aloud to
the teacher
(3) listening previewing, in which the teacher reads the
assigned passage aloud and the learner follows silently
Students are asked to follow along as teacher reads the
passage aloud. Students then read the passage aloud (can
also be done via tape/CD recorder)

What supports can we provide? (CONTINUED.)

Listening Previewing & Presenting Key Words
Students are presented with key words from text to discuss, then
listen to the text prior to reading.
Simultaneous word reading
Reading a word list simultaneously with a recording of the same word
list being read at a significantly higher rate. This improves fluency
and sight vocabulary
Drill and Practice
Folding-In or Incremental Rehearsal
Arranges an instructional match and providing for enough
repetitions for material to move from unknown status to mastery

Discussion Question: Why do we keep with the 15-30%/7085% unknown to known ratio when studies have shown that

Results of why we use 30/70 unknown to known

Roberts and her colleagues (Roberts & Shapiro, 1996; Roberts, Turco,
& Shapiro, 1991) examined the degree to which one must remain
within the specific 70% known, 30% unknown ratio suggested by
Gickling and Havertape (1981) .

Students were assigned to 4 groups:

90% known, 10% unknown
80% known, 20% unknown
60% known, 40% unknown
50% known, 50% unknown
Results: students acquired new information best in the most
frustrating condition (50% known to 50% unknown)
However, retention of learned words and the effect on
untaught material was highest in the condition predicted by
Gickling (80/20, or 70/30)
Students acquire new information best when the condition is

Post-Reading supports
Self-recording and revisiting for improvement
Self-recording, together with improvements in responses to
questions asked after reading passages resulted in increased
performance on the comprehension task
Retelling
Student retells the story in their own words which can include key
components like plot, main idea, sequence, critical events, etc.
Story Mapping
Teacher fills in a story map graphic organizer with students. Then,
teacher gradually releases the work for them to complete
independently. This increased comprehension.

Post-Reading Supports (continued)

Self-Instruction
Teach students to ask questions as they read, so remember to
look at all parts (headings, captions, illustrations, rereading,
checking answers against text

Question Wheel
The question wheel has two parts and it aids in helping
individuals ask themselves comprehension questions after
theyve read

Referring to Chapter 5thinking outside

of the realm of our text
What role do you think parents can play in helping with the
Tier I interventions listed in Chapter 5 (peer tutoring, selftalk/self-monitoring, performance feedback, etc)
Do you think students with disabilities already receiving
special education services should still receive Tier I or Tier II
RtI (that is not explicitly stated on their IEP)?
Do you think they can receive it?

Activity: Using CBMeasy and intervention

central to use CBM for CBA
Objectives:
Look at interventioncentral.com at how it is generally outlined
(presenter will walk through finding a reading intervention
similar to one discussed in Shapiro.)
Score 4 Curriculum Based Measures with presenter as
student
Create CBMeasy.com account
Create new student in CBMeasy
Input scores from weekly baseline measures into progress
monitoring form
Review and examine how the data looks when represented as
a graph.