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Spelling Intervention

Spelling Intervention . Kelly Fogle & Gemma Miller EDPS 654 April 23, 2014. Background . Student grade: 3 rd Referral issue: Spelling difficulty (repeatedly failing weekly spelling tests) Attempted solutions: Reduced weekly spelling list from 20 words to 10 words

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Spelling Intervention

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  1. Spelling Intervention Kelly Fogle & Gemma Miller EDPS 654 April 23, 2014

  2. Background • Student grade: 3rd • Referral issue: Spelling difficulty (repeatedly failing weekly spelling tests) • Attempted solutions: • Reduced weekly spelling list from 20 words to 10 words • Cover-Copy-Compare intervention • Not successful

  3. Problem Definition • The student earns failing grades on weekly spelling tests: • Failure on the spelling tests = earning less than 50% correct. • Students are expected to complete the tests with 90% accuracy.

  4. Goal • Teacher’s expectation: • Students are expected to be able to complete weekly spelling tests of 20 words with 90% accuracy. • Realistic goal: • increase of .65 correct letter sequences(CLS)/week • final goal =105 CLS at the end of the 8-week intervention • At the end of the intervention, the student is expected to transfer spelling skills to the classroom and be able to complete weekly spelling tests at 75% accuracy • However, based on the student’s progress during the intervention, this goal could potentially be increased to 90% accuracy.

  5. Intervention Options: • Continue Cover-Copy-Compare • currently unsuccessful • Self-correction with Verbal Cues • Repeated Review of Spelling Words with Shared Rime • Say and Spell: Phonics

  6. Chosen intervention: • Repeated Review of Spelling Words with Shared Rime • Available on Intervention Central • http://www.interventioncentral.org/academic-interventions/writing/spelling-repeated-review-spelling-words-shared-rime • Appropriate for individual students or small groups • Objective: • The student will learn to read and spell words from word ‘families’ with similar pronunciation and shared spelling patterns. • -ack • black, tack, back, sack, lack, etc.

  7. Review of Evidence Base • Key ingredients for a successful Spelling intervention • Explicit instruction • Multiple practice opportunities • Immediate corrective feedback (Wanzek et al., 2006) • Practice improves orthographic representation of words  gains in spelling and reading! (Conrad, 2008) • Rime spelling training > individual word learning training (Greaney, Tunmer, & Chapman, 1997)

  8. Implementation Logistics • Frequency of intervention: 3x/week, 20 minutes • Duration of intervention: 8 weeks • Monitor success of information with progress monitoring and modify intervention as needed • Change intervention if ineffective, increase goal if warranted • An interventionist or practicum student is best suited to implement this intervention.

  9. Materials • Spelling word flash cards (printed) • 20 words total (5 words from four word families) • http://www.wordlistgenerator.net/print.aspx • Student Sheet • Recording Sheet • pencils

  10. Intervention Process • Student reads words aloud from flash cards • Present words from same word family together • Give corrective feedback/provide response after 5 seconds • Interventionist/Practicum student reads the same words aloud one-by-one, and student spells them on the Student Sheet • Don’t show cards to the student! • If incorrect, student crosses out their attempt and copies the word into the second column of the Student Sheet • Interventionist/Practicum student records correct responses on the Recording Sheet • Current list of words is used until mastered • Interventionist/ practicum student can then create a new word list at http://www.wordlistgenerator.net/

  11. Student Sheet (Conrad, 2008)

  12. Recording Sheet (Conrad, 2008)

  13. Collecting Baseline Data • Spelling CBM (Fuchs & Fuchs) • Use Spelling CBM worksheet • Administer 3x • Median score – baseline • IF three data points are dissimilar, administer additional probes, and use mean score for baseline • Scoring • Count the number of correct letter sequences (CLS) • Similar to the WIAT-III Essay scoring • ^b^l^a^c^k^ • Baseline = 100(50% CLS)

  14. Collecting Progress Monitoring Data • Spelling CBM (Fuchs & Fuchs) • Same procedure used for collecting baseline • 1x/week • Interventionist/practicum student will spend the last five minutes of the Thursday intervention time for progress monitoring • Decision points: • 3 consecutive data points above the aim line: • Switch to ambitious goal line • 3 consecutive data points below the aim line: • Consider a different intervention!

  15. Progress Monitoring Graph Example

  16. Conclusions • Ideally, before choosing an intervention, we would want additional information regarding how the student is doing in class! • E.g., reading performance, letter-sound correspondence skills, phonemic awareness, etc. • Progress monitoring will be used to adjust the intervention should results show that the intervention is ineffective for the students, or a more ambitious goal is appropriate

  17. References Berninger, V. W., Vaughan, K., Abbott, R. D., Brookes, A., Abbott, S. P., . . . & Graham, S. (1998). Early intervention for spelling problems: Teaching functional spelling units of varying size with a multiple-connections framework. Journal of Educational Psychology, 90, 587-605. Conrad, N. J. (2008). From reading to spelling and spelling to reading: Transfer goes both ways. Journal of Educational Psychology, 100 869-878. Fuchs, L. S. & Fuchs, D. (n. d.). Using CBM for progress monitoring in written expression and spelling. Introduction to Curriculum-Based Measurement, Retreived from http://www.studentprogress.org/summer_institute/2007/written/writing_manual_2007.pdf Greaney, K. T., Tunmer, W. E., & Chapman, J. W. (1997). Effects of rime-based orthographic analogy training on the word recognition skills of children with reading disability. Journal of Educational Psychology, 89(4), 645-651. doi:10.1037/0022-0663.89.4.645 Intervention Central. (n.d.). Spelling: Repeated review of spelling words with shared rime. Intervention Central. Retrieved from http://www.interventioncentral.org/academic-interventions/writing/spelling-repeated-review-spelling-words-shared-rime Intervention Central (n.d.). Spelling: Self-correction with verbal cues. Intervention Central. Retrieved from http://www.interventioncentral.org/ academic-interventions/writing/spelling-self-correction-verbal-cues The Florida Center for Reading Research. (2007). Phonics: Say and spell. Student Center Activities. Retrieved from http://www.fcrr.org/FAIR_Search_Tool/PDFs/2-3P_010.pdf Wanzek, J., Vaughn, S., Wexler, J., Swanson, E. A., Edmonds, M., & Kim, A. (2006). A synthesis of spelling and reading interventions and their effects on the spelling outcomes of students with LD. Journal of Learning Disabilities, 39, 528-543.

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