Mary is a third grade student reading at a second grade level who needs intervention in decoding/word study, fluency, and reading comprehension; her instruction should include weekly one-on-one and small group sessions focusing on fluency and comprehension exercises like repeated reading, modeling, and connecting text to prior knowledge; sample mini-lessons incorporate read aloud, echo reading, and having Mary write questions and answers about an independent reading passage.

1. Instructional
Intervention for Mary
Diagnosis and Remediation of Literacy Disorders
(EDLI 636 – Spring 2015)
Dr. Hsu
Dallas Thompson, due – 3/4/2015

2. Instructional Focus Based on
Assessment Results
Mary is in the 3rd grade, but assessed through QRI
to be at the L2 instructional level. Based on her
miscue analysis, her primary deficiencies seem to do
with visualization and structure. She seemed to
have a good command of the vocabulary. However,
her errors indicated that she could read the words,
but not always understand the appropriate tense or
if the word as pronounced made sense in the
context of the sentence.
Mary read an expository text and was assessed to
have minimal prior knowledge of the topic. Her
retelling of the story indicated that she was able to
understand the main points of the story, but left out
several major details. Mary would benefit from
comprehension improvement activities to strengthen
her ability to recall supporting facts

3. Instructional Focus Based on
Assessment Results (cont.)
Mary’s assessment reflects that she needs
intervention in three areas
 Decoding and Word Study
 Fluency Improvement
 Reading for meaning

4. Length of Intervention
Mary’s individualized instruction should be ongoing
and include a combination of one-on-one, small group,
and independent components, in addition to the whole-
class instruction that she receives. She is currently
in the 4th quarter of 3rd grade reading at Level
2…assessment should be conducted at least every two
weeks until the end of the school year, or until Mary
improves to Level 3 reading at an instructional level.

5. Intervention Structure
The framework of Mary’s intervention should focus on
two things
• Fluency to improve her word identification
accuracy, rate of reading, and ability to read with
feeling
• Comprehension to improve her ability to recall
details of text level.

6. Intervention Structure (cont.)
Fluency
• Individual instruction will utilize a combination of
one-on-one, independent, and small group activities
• Weekly instruction would include a combination of,
but not be limited to:
 Word Study (word walls, flashcards, speed drills, etc.)
 Modeling (read aloud, books on tape, etc.)
 Guided reading (echo reading, peer/paired reading, etc.)
 Repeated reading
 Independent reading

7. Intervention Structure (cont.)
Comprehension
• Implement explicit instruction and activities that
prompt Mary to think about what she’s reading
 Connect text to life experiences and/or prior knowledge
to personalize the information
 Have Mary make predictions about what a passage may be
about by looking at pictures, illustrations, table of
contents, questions about the text, etc.
 Rereading and asking/writing questions during reading
about main ideas, characters, voabulary, settings, and
details in the text

8. Intervention
Sample Mini-lesson
As a student, Mary has several needs and would be
given a variety of mini-lessons that address her
challenges with literacy. In addition to specific
language arts instruction, reading comprehension and
fluency improvement would be woven into other
academic activities as well to get her to grade level
literacy. Mary is at a critical juncture in her
scholastic career, she will soon be transitioning from
the phase of ‘learning to read’ to ‘reading to learn.

9. Intervention
Sample Mini-lesson (cont.)
A 15 minute one-on-one lesson will be utilized with Mary to help with fluency and
comprehension. The lesson will consist of 5-7 minutes of read aloud and echo reading
to focus on word identification. The remainder of the time will used for independent
re-reading of the same text with Mary writing down questions about unfamiliar
vocabulary and finding answers about the passage while reading
Objective: Address CCSS for ELA & Literacy, Reading Standards for Literature K-5,
3rd grade, Items 1-3
Time: 15 minutes/3 times per week minimum
Goals: Student will be able to:
 Ask and answer questions such as who, what, where, when, why, and how to
demonstrate understanding
 Recount stories and determine their central message, lesson, or moral
 Describe how characters in a story respond to major events and challenges
Materials:
 Ability level appropriate text
 Paper and pencil