Collaborative Intervention Project
Third Grade Student
Project Summary: In this project I worked with a fellow student teacher in a special
education program. I identified a student who struggled in reading. Together my
partner and I assessed and observed the student in order to plan a reading
intervention. We then enacted the intervention and assessed the student’s progress.
Assessments:
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Initial assessments
Analytical Reading Inventory (ARI): The student had difficulty reading the
primer level sight words, and scored at a frustrational level for the passage. After
attempting this assessment I realized that I would need to use a more emergent
reader based approach of assessment to understand Dylan’s knowledge of
reading.
Elementary Reading Attitude Survey (Garfield): I read each question out loud
to the student and then asked how he felt about it. The options were “happy,”
“good,” “OK,” or “upset.” Dylan put “happy” or “ok” for almost all questions. After
I did the survey I asked him some basic questions like what his favorite books
were, whether he likes to read in Spanish or English, and what kind or genre of
books he prefers. These observations are on the back of the attitude survey.
Letter Identification: I did not push the student to hard on this because I
could tell he was embarrassed by this activity. I simply asked me to tell me the
letters he knew first in Spanish and then in English. If he correctly identified a
letter I asked him its sound. He knew 8 letters in English, 14 letters in Spanish,
and said he knew no letter sounds for either language.
Fort Bend ISD Phonemic Awareness and Phonics Inventory: This is probably
the assessment that gave me the most insight as to what the student knows and
where he is as a reader. From this assessment it was easy to tell that Dylan has a
lot of trouble with simply hearing the sounds in words and distinguishing them,
in English.
Concepts of Print: I watched the student flip through a book during D.E.A.R.
time and I checked off the concepts of print list. Being that Dylan knows how to
read he checked off on everything perfectly. I did ask him questions such as
where is the title page, what are these (quotation marks,) and what do the
pictures tell you. This checklist basically told me that Dylan understands
concepts of print perfectly.
Development Reading Assessment (DRA): I made a copy that his reading
pullout teacher completed with him. According to his DRA results the student
reads at a level 4 in English and a level 12 in Spanish.
Words Their Way: I made a copy of this spelling assessment that Ms. Curran
gave all of the students. This showed me that the student is hearing the initial
sounds in the words spoken to him, but not any of the others.
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Writing Samples: I collected a writing sample from the student’s reading
benchmark. I cannot glean much of it as it is written in Spanish.
Final assessments
Fort Bend ISD Phonemic Awareness and Phonics Inventory: This is the only
final assessment I did with the student. The results of this assessment directly
relate to the growth areas and goals that I had previously identified for the
student. On this last assessment I saw a remarkable change from the last time
the student took this assessment. He seemed much more confident this time
around. He smiled more, and did not hesitate to answer most questions. The
assessment has 12 sections. These are the sections and the student’s results:
Same/different sounds (5/5), rhyming words (5/5), beginning sounds (5/5),
ending sounds (5/5), blending (3/5), deletion (4/5), letter recognition (Few
letter names, most letter sounds), letter/sound relationships - nonsense words
(1/10), regular pattern (9/10), irregular pattern (8/10), and word recognition
(9/10). These results are significantly better than the initial assessments.
Instructional goals
Initial goals –
 My main goal for the student is to improve his phonemic awareness.
 I would also like to see him be at a level where he could comprehend
when he reads to himself as well as when he is being read aloud to.
 I would increase the student’s vocabulary through use of cognates
Final goals –
 Continue to improve phonemic awareness focusing on rhyming,
blending, deletion.
 Improve phonics focusing on letter names in English and letter/sound
relationships
 Continue to increase the student’s English vocabulary through use of
Spanish/English cognates
Strength/Growth areas
Initial strengths –
 The student loves to read and listen to stories
 The student understands the concepts of print
 The student can hear the initial sound in most words
 The student can read in Spanish as well as English
 The student has great comprehension when being read aloud to
Initial growths –
 The student has difficulty with phonemic awareness. He has problems
distinguishing sounds. (Rhyming, same/different, ending, etc.)
 The student does not have a good grasp on letter/letter sound
identification
Final strengths – (in continuance with initial strengths)
 The student can identify sound patterns in printed words (rhymes,
alliteration, etc.)
 The student uses illustrations to help with story comprehension
The student can quickly identify words that are Spanish/English
cognates
 The student also knows almost all of his letter sounds
Final growths –
 The student still has difficulty with phonemic awareness
(concentrated in the areas of rhyming, blending, and deletion)
 The student does not know letter names in English, and only about
half in Spanish
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