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Module 4 Application

Intervention Plan (9-12)

Sydney C. Kane

American College of Education

LIT 5233: Prescriptive Intervention for Reading Difficulties

Dr. Timothy Rodriguez

September 15, 2024

© 2016 American College of Education

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Intervention Plan

Introduction

An informal reading inventory (IRI) was given to two high school students, Student A

(SA) and Student B (SB). Student A is 16 in the 11th grade, and Student B is 17 in the 12th.

Using Jerry John’s basic reading inventory, both students were assessed on grade-level word lists

and a graded passage in which the observer assessed their rete, accuracy, prosody, and

comprehension. After assessments were administered, strategies were determined and provided

to help meet both learners’ specific needs.

Phase I – Diagnostic Plan for Student A

Information

Student Name: Student A

Grade: 11th Age: 16
Background
School: N/A
Home: N/A
Current Behavior
School: N/A
Home: N/A
Assessment Information
Pre-Assessment Results
Listening Level: Passage Form: ___N/A____ Results: ___N/A____
Present N/A
Standardized
Reading Score:
(if known; posted as
grade level or
percentiles)
IRI Results: (Posted Word List C Results:
as grade levels OR Grade 8-95% Ind.
include the IRI Grade 9- 75% Instr.
summary page) Grade 10- 60% Frust.

© 2016 American College of Education

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Oral Passage(s)Results: Comp. Level Results:

Grade 8- Ind. Grade 8-Ind.
Grade 9- Ind. Grade 9- Ind.
Grade 10- Ind. Grade 10- Instr.
Grade 11- Instr. Grade 11- Frust.

Passage Form: ___N/A_ Results: ___N/A____ (Silent)

Overall:

Frustration Levels: 11 (comp)

Instructional Level: 10 (comp) and 11 (oral passage)
Independent Level: 8, 9, and 10 (oral passage)

Miscue Analysis Results:

Mispronunciation Substitution Insertion
Total: 6 Total: 14 Total: 0
Meaning Changed: 0 Meaning Changed: 7 Meaning Changed: 0
Self-Corrected: 0 Self-Corrected: 0 Self-Corrected: 0

Omission Reversal Repetition

Total: 0 Total: 0 Total: 0
Meaning Changed: 0 Meaning Changed: 0 Meaning Changed: 0
Self-Corrected: 0 Self-Corrected: 0 Self-Corrected: 0

Refusal to pronounce Row Totals:

Total: 0 Total:
Meaning Changed: 0 Meaning Changed:0
Self-Corrected: 0 Self-Corrected:

Observation Comments: Word list errors were visual and

substituting with a known word that visually has the same part or

that wounds familiar. Student A had 20 miscues on their IRI. Their

miscues fell under mispronunciation or substitution, and roughly

seven of the 14 substitution errors impacted their meaning while

reading. The errors are visually similar to the word written or

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changing an inflectional ending or suffix. A miscue of that nature

tells the observer that the reader is not attending to the print or

reading the word with an ending that would make sense to them

instead of the story's meaning and understanding. Letter reversal

B/D Brain/Drain was noted as well n/m glycogen/glycogem.

Handwriting N/A
Sample:
N/A
Chunking Size:
Mental speaking? Y/N Visualize pictures? Y/N
Thinking Style:
Combination? Y/N

Student A needs help inferring, explaining in depth, and using

context clues to support their thinking when responding to what they

Problem Solving:
read. This student can answer “right there” types of questions.

Other Tests: (Type N/A

and results)
Preliminary Summary
Student A appears to be two grade levels behind their peers, which causes a sizeable

academic gap and can lead to poor self-confidence. This student struggles to make inferences,

provide detailed explanations, and use context clues to support their understanding when

responding to what they read. This student can answer straightforward questions but has

difficulty with more complex tasks. They made 20 errors while being assessed with the

Informal Reading Inventory (IRI), particularly mispronunciation and substitution. Seven of

the 14 substitution errors affected their comprehension of the text. These substitution errors

often involved words that looked visually similar or had a similar ending. There were also

instances of letter reversals, such as B/D and n/m. These observations indicate that the

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student may only partially be focused on the text or reading based on visual cues rather than

understanding the story's meaning.

Comments: The following intervention strategies were chosen based on Student A’s needs and

deficit skill areas. The three main focus areas will be comprehension, vocabulary, and fluency.

Phase II – Prescriptive Intervention

Target Area 1: Comprehension

Strategy A: Repeated Readings

Research indicates that when the RR intervention was implemented, students showed significant

gains in correct words per minute (WCPM) and reading comprehension (Schwanenflugel et al.,

2009, as cited in Southward & Go, 2019, p. 256 ). Student A will be given a short passage to

reread aloud to a peer tutor or teacher a set number of times or a pre-determined number of

words in a minute with an accuracy of 96% or greater. With every repetition, the student’s

comprehension of the text increases because they spend less time decoding and identifying

words to help gather meaning. When a student can spend less time focusing on the decoding

piece of a word, short phrase, or sentence, they can fully devote their time to reading

comprehension.

Strategy B: PNQR Annotation Strategy

The Pause, Notice, Question, React strategy allows Student A to reread the text without

frontloading background information. After reading the first section of the text, pause, model for

students, and complete the sentence stem, “I am noticing ______; I wonder ______; I think

______.” Afterward, Student A will be released to finish the remaining text on their own so they
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may pause, notice, question, or react to anything since this is their first time reading it. The

primary aim is to assist Student A in actively engaging with a text as they read and identifying

any gaps in their comprehension. Engaging with a text through this framework encourages

readers to observe and contemplate the text using their existing knowledge. The framework also

enables them to track how their understanding improves as their knowledge expands

(Merriman-Raban, 2024).

Standards Addressed:
CCSS.ELA-Literacy.RL.11-12.10

By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in
the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end
of the range.

CCSS.ELA-Literacy.RI.11-12.10

By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text
complexity band proficiently, with scaffolding as needed at the high end of the range.

CCSS.ELA-Literacy.L.11-12.6

Acquire and use accurately general academic and domain-specific words and phrases, sufficient
for reading, writing, speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge when considering a word or
phrase important to comprehension or expression.

CCSS.ELA-Literacy.SL.11-12.1

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups,

and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on
others' ideas and expressing their own clearly and persuasively.

(Preparing America's students for success. 2021)

Target Area 2: Vocabulary

Strategy A: Frayer Model

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This strategy is used before the student begins reading the text to activate prior knowledge,

monitor vocabulary during reading, or asses vocabulary afterward. While reading, listening, or

viewing text, Student A can clarify or determine any unknown vocabulary words using the

Frayer Model. This strategy is designed to assist students in expanding their vocabulary and

effectively utilizing resource materials by offering a systematic approach to analyzing words,

including their definitions, characteristics, examples, and non-examples (Wisconsin Department

of Public Instruction, n.d.).

Strategy B: Vocabulary Notebooks

Implementing a vocabulary notebook will foster individualized student autonomy, giving Student

A ownership of their learning and vocabulary word knowledge. Students can add illustrations,

graphics, an example phrase or sentence, or other details to help increase the student’s

understanding of the word. McCrostie (2007, as cited in Turnuk, 2018) states that vocabulary

journals serve two purposes. The first one is to have better retention with more cognitive effort.

In other words, they help remember words as they incorporate new and old knowledge, which

increases retention.

Standards Addressed:

CCSS.ELA-Literacy.RL.11-12.4
Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the impact of specific word choices on meaning and tone,
including words with multiple meanings or language that is particularly fresh, engaging, or
beautiful. (Include Shakespeare as well as other authors.)
CCSS.ELA-Literacy.L.11-12.3

Apply knowledge of language to understand how language functions in different contexts, to

make effective choices for meaning or style, and to comprehend more fully when reading or
listening.
© 2016 American College of Education
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CCSS.ELA-Literacy.L.11-12.4

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on
grades 11-12 reading and content, choosing flexibly from a range of strategies.

CCSS.ELA-Literacy.L.11-12.6

Acquire and use accurately general academic and domain-specific words and phrases, sufficient
for reading, writing, speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge when considering a word or
phrase important to comprehension or expression.

(Preparing America's students for success. 2021).

Target Area 3: Fluency

Strategy A: Reader’s Theater

Young & Rasinski (2009, as cited in Mechelke, 2022) state, “Reader’s theatre can be an excellent

avenue for practicing both automaticity and prosody, as it provides various opportunities for

repeated and assisted reading, two instructional methods that have been shown in various studies

to improve students’ reading fluency.” This particular strategy allows Student A to practice their

ORF alongside their accuracy, automaticity, and prosody—all significant components of a fluent

reader.

Strategy B: Repeated Readings

Repeated Readings will give Student A many opportunities to practice their ORF. “ With

repetition of text, the likelihood of recognizing the words when later encountered increases,

therefore building automaticity of text” (Chard et al., 2009; Kuhn et al., 2010, as cited in

Southward & Go, 2019, p. 256 ). Student A will be given a short passage to reread aloud to a

peer tutor or teacher a set number of times or a pre-determined number of words in a minute with
© 2016 American College of Education
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an accuracy of 96% or greater. This strategy will build automaticity of recognition of visual cues

of whole words, parts of words, and phrases, therefore shoring up cognitive space to attend to

other skills such as comprehension.

Standards Addressed:

CCSS.ELA-Literacy.RI.11-12.10

By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text
complexity band proficiently, with scaffolding as needed at the high end of the range.

(Preparing America's students for success. 2021)

Phase I – Diagnostic Plan for Student B

Information

Student Name: Student B

Grade: 12th Age: 17
Background
School: N/A
Home: N/A
Current Behavior
School: N/A
Home: N/A
Assessment Information
Pre-Assessment Results
Listening Level: Passage Form: ___N/A____ Results: ___N/A____
Present Standardized N/A
Reading Score:
(if known; posted as
grade level or
percentiles)
Word List C Results:
IRI Results: (Posted
Grade 10- 95% Ind.
as grade levels OR
Grade 11- 80% Instr.
include the IRI
Grade 12- 70% Frust.
summary page)

© 2016 American College of Education

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Oral Passage(s)Results: Comp. Level Results:
Grade 10- Ind. Grade 10- Ind.
Grade 11- Ind. Grade 11- Frust.
Grade 12- Instr. Grade 12- Frust.

Passage Form: ___N/A_ Results: ___N/A____ (Silent)

Overall:

Frustration Levels: 11 and 12 (comp)

Instructional Level: 12 (oral passage)
Independent Levels: 10 and 11(oral passage), 10 (comp)

Miscue Analysis Results:

Mispronunciation Substitution Insertion
Total: 6 Total: 14 Total: 0
Meaning Changed: 0 Meaning Changed: 7 Meaning Changed: 0
Self-Corrected: 0 Self-Corrected: 0 Self-Corrected: 0

Omission Reversal Repetition

Total: 0 Total: 0 Total: 0
Meaning Changed: 0 Meaning Changed: 0 Meaning Changed: 0
Self-Corrected: 0 Self-Corrected: 0 Self-Corrected: 0

Refusal to pronounce Row Totals:

Total: 0 Total:
Meaning Changed: 0 Meaning Changed:0
Self-Corrected: 0 Self-Corrected:

Observation Comments: Overall, Student B had 31 miscues on

their oral passages, grades 10-12, and 11 miscues on their word lists,

grades 10-12. Fourteen of those miscues were substitutions. Roughly

seven mistakes changed their meaning, while the other six were

mispronunciations. The observer noticed that the beginning of the

root word or prefix had been visually substituted or mispronounced.

Student B’s reading and comprehension do not match and must be

addressed through an intervention.

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Handwriting N/A
Sample:
N/A
Chunking Size:
Mental speaking? Y N Visualize pictures? Y N
Thinking Style:
Combination? Y N

Problem Solving: N/A

Other Tests: (Type N/A
and results)
Preliminary Summary
After reviewing Student B’s miscues on their word lists and passages, it is apparent that they

read independently orally, one year behind their grade level peers, and comprehend two years

behind. It is very noticeable that this student is not fully attending to the printed word as a

whole; they are only attending to a part of it and substituting the other part from familiarity.

At times, the word substituted was a real word that could make sense, but it was not used in

the correct context. As the difficulty of the passages progressed, more errors were made,

which affected their comprehension and reading, for meaning was not lifted, only the words

on the page. This student attempted to answer every question with a response related to the

reading, but the answer was inaccurate.

Comments: Upon careful review of Student B's performance on word lists and passages, it is

evident that they are reading aloud at a level one year below their peers and comprehending at a

level two years below. It is noticeable that this student is not entirely focusing on the text as a

whole but only attending to a part of it and substituting the other part from familiarity. As the

difficulty of the passages increased, more errors were made, which negatively impacted their

comprehension. Although the student attempted to answer questions related to the reading, the

responses were often inaccurate. Student B had 31 miscues on oral passages and 11 miscues on

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word lists, with 14 of those being substitutions. Approximately seven mistakes altered the

meaning, while the rest were mispronunciations. An intervention must address the discrepancy

between Student B's reading accuracy, vocabulary, and comprehension levels.

Phase II – Prescriptive Intervention

Target Area 1: Comprehension

Strategy A: PNQR Annotation Strategy

The PNQR Annotation Strategy represents a comprehensive monitoring approach that effectively

instructs students in the initial reading of a text. It depends on two principles: the necessity of

multiple text readings and the absence of frontloaded background knowledge. While this may

appear contradictory to the established importance of background knowledge in reading

comprehension, it is merely the first step in this sequence of strategies (Merriman-Raban, 2024).

The PNQR strategy allows Student B to reread the text without frontloading background

information. After reading the first section of the text, pause, model for students, and complete

the sentence stem, “I am noticing ______; I wonder ______; I think ______.” Afterward, Student

B will be released to finish the remaining text on their own so they may pause, notice, question,

or react to anything since this is their first time reading it. The primary aim is to assist Student B

in actively engaging with a text as they read and identifying any gaps in their comprehension.

Strategy B: Response card- “Research shows that when students are actively engaged in lesson

content, they learn more. One way to achieve this is through the use of response cards” (Plastino,

2023). This strategy can be scaffolded in many ways for students. For Student B, “who, what,

where, when, the main idea is, and the problem is” will be labeled on their card for this strategy

so they can get their thinking down on paper without having to decide what type of question is

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being asked. This strategy could be used to gain background knowledge and make predictions.

This strategy also allows students to share their thinking without having to verbalize if in a large

group setting.

Standards Addressed:
CCSS.ELA-Literacy.RI.11-12.4

Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze how an author uses and refines the meaning of a
key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No.
10).

CCSS.ELA-Literacy.RI.11-12.10

By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades
11-CCR text complexity band independently and proficiently.

CCSS.ELA-Literacy.L.11-12.6

Acquire and use accurately general academic and domain-specific words and phrases, sufficient
for reading, writing, speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge when considering a word or
phrase important to comprehension or expression.

CCSS.ELA-Literacy.SL.11-12.1

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups,

and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on
others' ideas and expressing their own clearly and persuasively.

(Preparing America's students for success. 2021)

Target Area 2: Fluency (accuracy)

Strategy A: Connected text passage with prefix/suffix skills word list- “For students to

develop fluency with connected text, they must first be able to decode words accurately. They

must also be able to decode words quickly and effortlessly” (Improving Literacy Briefs, n.d.).

This strategy will support Student B’s need to decode words and automatically read them in

isolation and connected text. Student B will read through their list of words that follow the
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lesson’s specific phonics skill. Once they have accurately and fluently read through the list of 12

words in isolation, they will read each word in a connected text form. The first part is where

Student B will read the sentences individually, practicing their decoding skills and strengthening

their fluency (accuracy, prosody, and rate). After reading the sentences individually, they will

move to the second part, where the sentences are put together in a passage/paragraph form.

Fluency will develop when decoding becomes accurate, effortless, and automatic because of the

numerous opportunities and strategies in place.

Strategy B: Reader’s Theater

In Readers Theatre, participants rely on their voices to convey the meaning of the text. This type of

fluency instruction is designed to enhance prosody and comprehension. Through repeated and guided

practice during rehearsals, participants can improve their accuracy and automaticity in recognizing

words (Young & Rasinski, 2009, p.1). This particular strategy allows Student B to practice their

ORF alongside their accuracy, automaticity, and prosody—all significant components of a fluent

reader.

Standards Addressed:

CCSS.ELA-Literacy.RI.11-12.10

By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades
11-CCR text complexity band independently and proficiently.

CCSS.ELA-Literacy.RL.11-12.10

By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at
the high end of the grades 11-CCR text complexity band independently and proficiently.

(Preparing America's students for success. 2021)

© 2016 American College of Education

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Target Area 3: Phonics Word Study
Strategy A: Word hunt- Student B will use a familiar text to build background knowledge and

confidence as a reader for this strategy. Since decoding is needed, the strategy will help support

that deficit. After reading the familiar text, Student B will read it a second time. When coming

across a multisyllabic word, they will draw a box around the smaller word within the

multisyllabic word. Seeing a smaller familiar word will help them decode and easily read

unfamiliar words. “Increased skill in decoding multisyllabic words promotes students’ continued

development as proficient readers, as well as supporting their achievement into the upper

elementary grades and beyond” (Toste et al., 2016, p. 7).

Strategy B: Prefix, suffix, root word change- Student B will practice building and modifying

words and word parts by adding prefixes or suffixes. Students will already be provided a list of

boxed root words that they will manipulate by adding a prefix, suffix, or both to the word. The

teacher will say the word, and the student will write the necessary prefix, suffix, or both to build

the new word. “Teaching morphemes unlocks the structures and meanings within words. It is

beneficial to have a strong awareness of prefixes, suffixes, and base words. These are often

spelled the same across different words, even when the sound changes, and often have a

consistent purpose and meaning” (Victoria State Government Department of Education, 2024).

Standards Addressed:
CCSS.ELA-Literacy.L.11-12.3

Apply knowledge of language to understand how language functions in different contexts, to

make effective choices for meaning or style, and to comprehend more fully when reading or
listening.

CCSS.ELA-Literacy.L.11-12.4.b

Identify and correctly use patterns of word changes that indicate different meanings or parts of
speech (e.g., conceive, conception, conceivable).
© 2016 American College of Education
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(Preparing America's students for success. 2021)

Summary for Phase I & II

Evaluating a student's literacy skills can been overwhelming for both parties involved, it

is crucial to accurately administer various assessments to pinpoint areas of need. Conducting an

informal reading inventory for Students A and B enabled me to pinpoint specific areas requiring

further instruction. After identifying these specific areas, we created personalized activities and

strategies to meet the unique needs of each student. Ensuring that all activities are effective and

beneficial for the students, research was sought to verify their effectiveness. When students are

taught these strategies as part of an intervention, it is important for teachers to regularly track the

students' progress to ensure that the methods being used are actually helping them.

© 2016 American College of Education

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References

Improving literacy briefs. National Center on Improving Literacy. (n.d.).

https://improvingliteracy.org/brief/

Mechelke, M. (2022, December 20). Drama in the classroom: Reader’s theatre as fluency

practice. Iowa Reading Research Center - The University of Iowa.

https://irrc.education.uiowa.edu/blog/2022/12/drama-classroom-readers-theatre-fluency-p

ractice

Merriman-Raban, L. (2024, February 20). 4 reading comprehension strategies for your

secondary students. American Consortium for Equity in Education.

https://www.ace-ed.org/4-reading-comprehension-strategies-for-your-secondary-students/

Plastino, L. (2023, September 8). Response cards to increase student engagement. Watson

Institute.

https://www.thewatsoninstitute.org/watson-life-resources/situation/response-cards/

Preparing America’s students for success. Home | Common Core State Standards Initiative.

(2021). https://www.thecorestandards.org/

Southward, J. D., & Go, M. (2019). Repeated reading as an intervention for high school

students identified with a specific learning disability. International Journal of Special

Education, 34(1), 255–27. https://eric.ed.gov/?id=EJ1237140

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Toste, J. R., Williams, K. J., & Capin, P. (2016). Reading big words: Instructional practices to

promote multisyllabic word reading fluency. Intervention in School and Clinic, 52(5),

270–278. https://doi.org/10.1177/1053451216676797

Wisconsin Department of Public Instruction. (n.d.). Frayer model.

https://dpi.wi.gov/sites/default/files/imce/ela/bank/6-12_L.VAU_Frayer_Model.pdf

Word morphology. Victoria State Government Department of Education. (2024).

https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/lit

eracy/readingviewing/Pages/litfocuswordmorph.aspx

Young, C., & Rasinski, T. (2009). Implementing readers theatre as an approach to classroom

fluency instruction. The Reading Teacher, 63(1), 4–13. https://doi.org/10.1598/rt.63.1.1

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Phase III. Post-Assessment

(Module 5)
Direct Intervention

Date Intervention Strategy Learner Response

Setting
Time

Insert additional lines as needed.

Assessment Information
In a brief, narrative format, address the following questions:
● Using observation, what was the learner’s responses to the selected strategies used for
target areas? What changed? What needs to change?
● What future accommodations or recommendations would you make to the classroom
teacher?

Reflection
In a brief narrative, describe the changes in your thinking regarding the diagnostic, prescriptive
process in relation to reading intervention.
● What have you learned which will change your instructional practice?
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● How does this relate to the development of the dispositions in relation to your
professional development?

© 2016 American College of Education