Listening Previewing with Key Word Discussion



Listening Previewing with Key Word Discussion

Intervention Summary

This intervention is geared to build both fluency and comprehension. More specifically, a less proficient reader listens to a more proficient reader prior to independent reading. Listening previewing facilitates fluency because the previewer not only reads any words that may be unfamiliar to the listener but also models expressiveness and appropriate fluency rate. Listening previewing has been successful in increasing reading fluency for elementary students, middle school students and students with learning disabilities.

Materials Needed

-A stopwatch

-Copy of a classroom reading probe

-One folder for each student

-Progress monitoring reading probes- DIBELS

-Progress monitoring booklets (1 per student)

-Graph for students to track their progress

Procedures

Baseline

Baseline will be collected before the implementation of the intervention by using a DIBELS benchmark probe. The number of correct words per minute and the number of retold words will be graphed as the baseline for each student. After the baseline data have been collected, plot the data along with the goal line on the chart and give to the teacher to so he/she can plot the weekly progress monitoring data

Intervention Steps

1. Choose 4-6 students that need extra help with reading fluency and comprehension.

2. Collect baseline data for everyone in the group. Use either the most recent DIBELS benchmark data or use a DIBELS benchmark probe to determine the number of correct words per minute along with the retell. Use the CBM Monitoring Graph to graph the baseline. Each student should have their own graph.

3. Compare the baseline data among the students in the group. Partner up a less proficient reader with a more proficient reader based upon their baseline. Explain to the group that they will be working in pairs to practice their reading skills and learn new words. Using yourself as the more proficient reader and a student as the less proficient reader, demonstrate the paired listening previewing procedures as follows:

a. The more proficient reader reads the first paragraph while the less proficient reader follows along. Then the less proficient reader reads the same paragraph or sentence.

b. As one student reads, the other corrects four errors: 1. substitutions, 2. omissions, 3. additions, 4. hesitations for more than 4 seconds. (If both of the students are unsure of a word, have them raise their hand and ask for assistance.)

4. Have the students get in their pairs and go to their assigned spot in the room. To ensure the higher performing student reads first, designate higher performing readers as the “red team” and lower performing students as the “blue team”.

5. Provide each student with a grade-appropriate reading passage.

6. Conduct a group-wide practice session while you move around the room providing encouragement and assistance as needed.

7. After the practice session and when you are sure that the students know what to do, write 10-12 words from the passage selection on the chalkboard (or something that everyone can see). These are Key Words, which are defined as words that may be difficult for students to understand or pronounce, including vocabulary critical to understanding the probe. Also, add the Key Words to the Key Word List that is attached.

8. Read the list of Key Words to the students and then have the students read them chorally. Discuss the words meanings by means of explanations, gestures, pictures, modeling, and other strategies, including contexts in which it is used.

9. Then the implementer reads the probe aloud and has the group follow along with their finger under each word as you read it to ensure they are paying attention.

10. Next have the students take turns reading the same selection in their pairs. Have the Blue Team read the first paragraph. After they have finished, instruct the Red Team to read the same paragraph aloud. Have the non-reading student help correct substitutions, omissions, additions, and hesitations of more than 4 seconds.

11. After the students have read the entire probe, ask 5-8 comprehension questions regarding the probe. Ensure that you ask each student a question. Provide feedback. You do not have to keep data from the comprehension questions. Make sure you go over the story enough that each student understands it. Ask if any students need clarifications.

12. Once a week, the implementer progress monitors each student after implementation of the intervention. Use the DIBELS Progress Monitoring Probes and collect the correct number of words per minute along with the number of words retold.

13. Graph this information on the CBM Monitoring Graph located in each students’ folder. (You may also graph this information on the students’ Progress Monitoring Booklets.)

Progress Monitoring

Progress monitoring should take place once a week using DIBELS Progress Monitoring probes. Each week, the implementer has each student in the group read a probe for one minute one-on one. The implementer keeps track of words that were mispronounced or unknown. After one minute, the implementer will then have the student tell him/her about the story. The implementer will count the number of words that the student used to retell the story. The number of correct words per minute and the number of retold words will be collected and then graphed. Review the progress monitoring data each week. If the progress monitoring data points are below the goal line three times in a row, the intervention plan needs to be reviewed to determine if changes in the intervention or goal need to be made.

Alternative Ideas/Variations

References

Dally, E.J., Chafouleas, S., & Skinner, C.H. (2005). Interventions for reading problems: Designing and evaluating effective strategies. New York: Guilford Press.

Joseph, L.M. (2006). Understanding, assessing, and intervening on reading problems: A guide for school psychologists and other educational consultants. Bethesda, MD: National Association of School Psychologists.

Rousseau, M.K., Tam, B.K., & Ramnarian, R. (1993). Increasing reading proficiency of language-minority students with speech and language impairments. Education and Treatment of Children, 16, 254-271.

Intervention Implementation Checklist

After implementation of the intervention, please check YES or NO regarding whether or not you completed the step.

Date:

|INTERVENTION STEP |YES |NO |

|Have the students get in their pairs and go to their assigned spot in the room. To ensure the higher performing| | |

|student reads first, designate higher performing readers as the “red team” and lower performing students as the| | |

|“blue team”. | | |

| | | |

|Provide each student with a grade-appropriate reading passage. | | |

|Write 10-12 words from the passage selection on the chalkboard. These are Key Words, which are defined as words| | |

|that may be difficult for students to understand or pronounce, including vocabulary critical to understanding | | |

|the probe. | | |

| | | |

|Read the list of Key Words to the students and then have the students read them chorally. Discuss the words | | |

|meanings by means of explanations, gestures, pictures, modeling, and other strategies, including contexts in | | |

|which it is used. Read the probe aloud and have the group follow along with their finger under each word as you| | |

|read it to ensure they are paying attention. | | |

| | | |

| | | |

|Next have the students take turns reading the same selection in their pairs. Have the Blue Team read the first | | |

|paragraph. After they have finished, instruct the Red Team to read the same paragraph aloud. Have the | | |

|non-reading student help correct substitutions, omissions, additions, and hesitations of more than 4 seconds. | | |

| | | |

|After the students have read the entire probe, ask 5-8 comprehension questions regarding the probe. Ensure that| | |

|you ask each student a question. Provide feedback. | | |

| | | |

| | | |

Progress Monitoring

Student Name:

|Date |Number of Words Correct|Number of Retell Words |

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Student Name:

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Student Name:

|Date |Number of Words Correct|Number of Retell Words |

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Key Words List

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