Julia Larson Instructional Program Seminar

Name of Students: AT, AA, BG

Initiators: I will manage this program.

Context for Instruction: Location: The instruction will take place in the classroom at the main table. Assessment will also occur in the classroom but it will occur individually at a separate table. Time: Instruction and assessment will occur in the first 5-10 minutes of the 30minute period that we see them. Instruction will occur Monday-Thursday and assessment will occur on Friday. Equipment and materials: I will need flash cards, the smartboard, dry erase boards, dry erase markers, construction paper, wiki stix, shaving cream, candyland, etc. Description of learners: All 3 of the students are in tier 2 and they will all participate in the program however I will only be taking data on AT because she is the student who is struggling with sight words the most. Instructors or adults present: My cooperating teacher will be present during the instruction and she will not have any concrete role other than to interject as she sees fit. Instructional Sequence/ Skill Sequence: See attached. Research Rationale: The peer-reviewed article I found is Constant Time Delay and Interspersal of Known Items to Teach Sight Words to Students with Mental Retardation

and Learning Disabilities, by Melissa G. Knight, Denise E. Ross, Ronald L. Taylor, and Rangasamy Rangasamy. This study compared the effectiveness of using constant time delay versus interspersal of known items to teach sight words to students with learning disabilities and students with mild intellectual disabilities. This study was done on two eight-year olds with mild intellectual disabilities and two eight-year olds with learning disabilities. Overall the study found that constant time delay was equally effective as interspersal of known items specifically for students with learning disabilities. However, constant time delay was more effective overall. The study suggests that constant time delay has such high efficacy and efficiency because it provides pre response prompting. I will use constant time delay in my instructional program by starting with a zero second time delay for the first two days of instruction with new words, and then dropping to a two second delay each time after that. By providing a prompt before they respond within the specified time limit it should promote memorization of the sight word for the student. CitationKnight, M. G., Ross, D. E., Taylor, R. L., & Rangsamy, R. (2003). Constant Time Delay and Interspersal of Known Items to Teach Sight Words to Students with Mental Retardation and Learning Disabilities. Education and Training in Developmental Disabilities, 38(2), 179-191. Retrieved October 31, 2012, from http://www.daddcec.org/Portals/0/CEC/Autism_Disabilities/Research/Publications/Educa tion_Training_Development_Disabilities/Full_Journals/ETDD200306V38n2.pdf#page=5 5 Program Objective: Across all settings, the student will be able to recognize each sight word within 2 seconds. The student will demonstrate recognition by verbally saying the

word. The student will be able to recognize all 30 words with 100% accuracy for 3 consecutive weeks.

Generalization: It is important for these students to be able to recognize the sight words in all settings because we want them to be able to read in all types of settings, not just off flashcards in class. Generalization Strategy-To ensure that sight word recognition is generalized I will use the teach sufficient exemplars strategy. I will do this by teaching sight words across many different dimensions, rather than always using flashcards. Method for monitoring generalization strategies- As the students come across sight words in their books or in other settings outside of instruction I will note which words they are still missing and which words they are recognizing. Rationale: It is very important for students to be able to recognize sight words immediately because these are the most common words that they see. Also, most of the sight words are not words that students can sound out, so they need to be memorized. When students are able to recognize sight words, their fluency improves. When students have improved fluency it leads to greater comprehension, and self-confidence. Overall sight word recognition is essential to being a good reader. Assessment Procedures: See attached for data collection sheets. For the baseline and probes I will: 1. Show the student the flash card. 2. Count in your head one, one thousand, two, one thousand.

3. If they say the correct answer before you are done counting place a check next to the word. 4. If they say the incorrect answer before you are done write the incorrect word next to the word. 5. If they do not answering before you are done counting skip the word and place an X next to the word. 6. Total how many words they got correct out of 30 and find their percentage. Assessment Schedule: I will record baseline data for at least 3 days or until the data is stable. I will also do an instructional assessment daily, for my own personal use. Once I begin instruction I will conduct a probe every Friday, or on the last day of the week. Instructional Procedures: *Regardless of which activity I am using I will follow these instructional procedures. See attached for a complete list of activities. After collecting my baseline data I organized the words into categories: Words they all know, words only two students know, words only 1 student knows, and words none of the students know. Each week I will start with two words from the list that none of the students know and add about 4 that they all know. After I have taught all of the words that none of the students knew originally, I will start teaching words that only one student knew and work my way up. After the first week I will start including words that we worked on in the previous week to make sure that those words are being maintained. Zero Second Delay Trials 1. Give Sd to begin task (presentation of a sight word) 2. Immediately after presentation of the Sd, provide prompt (e.g, this word is the or whatever the word is, the, say the)

3. As the students repeat the correct answer, provide reinforcement (direct verbal praise such as Good, thats correct! 4. Move through entire set of sight words. 5. Use 0 second delay for every presentation each day for the first 2 days of instruction, then move to 2 second delay. Two Second Delay Trials 1. Give Sd to begin task (presentation of sight word) 2. Wait up to 2 seconds after presentation of card for students to respond. a) if within the 2 seconds, the student responds correctly, provide reinforcement (enthusiastic verbal praise such as great job, student, youre correct!) b) if within the 2 seconds the student responds incorrectly, provide error correction (no student, thats not quite right, its the. Whats the answer to this one? Then say together the. c) If after 2 seconds, the student has made no response, provide prompt (e.g, the) As the student repeats the correct answer, provide reinforcement (direct verbal praise such as Excellent, thats correct!) 3. Use 2 second delay for every presentation each day after the second day of instruction until the student meets the mastery criterion in the objective. Reinforcement: Use intermittent verbal praise. Use specific praise such as, Excellent job that was a tricky one! or Awesome, that was correct!. Use verbal praise after every few correct responses, or after a more difficult word.

Maintenance:

After mastery has been met as outlined in the objective assess for maintenance every 3 weeks. If student is still at mastery after 3 consecutive trials (of 3 week intervals), scale back to assessing for maintenance every 6 six weeks. If at any point student is not at mastery reintroduce instruction until mastery has been met again.