Intervention Options
What shall we do about it?
Hypothesis
Click the image to enlarge it. In Andy's case his DRA score of level 4 demonstrates that he is an emerging reader. However, the assessment does not indicate what is the underlying cause of his difficulties in reading. If careful error analysis is used it would help to support evidence of underlying issues, but the quantified score by itself is not much help.
His DIBELS scores indicate that Andy is at risk of not reaching the 2nd grade benchmark for oral reading fluency. He is emerging or close to reaching the benchmark for non-sense word fluency indicating that he is improving his alphabetic knowledge. Which reading component should the instructional intervention focus on ?
Interventions
There are two options to help Andy with his reading difficulties. Option one is to have the classroom teacher focus on the skills Andy needs to learn when the teacher sees Andy for reading. The other option is that Andy can receive specialized instruction in an evidence based reading program, which specializes in teaching alphabetic knowledge, from another classroom teacher . Based on the assessment data, is Andy's classroom performance sufficient or is he at risk of progressing at a low reading trajectory? Where do these interventions fall in the three-tiered intervention model?
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What do you think?
Read this article on RtI and reading instruction and think about Andy's situation. Considering the evidence, which would be the best option for Andy? Does he need the intervention to take place within the core instruction or a more intensive intervention? What would be an appropriate intervention?
