schmidt lm14-1.docx
TRANSCRIPT
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Running head: TIER 2 INTERVENTION 1
Implementing Tier 2 Intervention to Improve Student Articulation and Phonological Awarene
S!ill
"e# Schmidt
$niverit% o& New England
'onth( ))( 2*1+
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TIER 2 INTERVENTION 2
Implementing Tier 2 Intervention to Improve Student Articulation and Phonological Awarene
S!ill
,hallenge arie in ever% chool where there i a need to identi&% the -hot pot. o& low
tudent achievement/ Each %ear the chool where thi tud% too! place identi&ie certain grade
in need o& more intervention than other( however( reearch how that targeting tudent with
earl% intervention i critical and thu attention and upport hould #e emphai0ed in the earl%
grade/ It ha #een di&&icult to provide intervention when there are road #loc! along the wa%(
uch a inu&&icient identi&ication o& tudent. peci&ic wea!nee in academic achievement( a
lac! o& !nowledge a to the value o& aement( data reult not #eing utili0ed in a manner that
would guide intruction in an RTI approach where tudent( who( i& identi&ied a one who
demontrate di&&icultie would &all into a tier 2 where there i a need &or mall group
intervention/ eing that there i no conitent plan in place and no emphai on earl%
intervention( the ituation doe not cater to an RTI approach( nor doe it help the cheduling o&
and planning o& the reource lead upport3 teacher. allotted time/
Problem Statement
Speci&icall%( within two( &irt grade clae o& 14 and 2* tudent each( the &ollowing
iue ha #een identi&ied a an area o& concern: Several tudent are entering &irt grade with
igni&icant peech di&&icultie( an e5ample o& which i the improper articulation o& the th ound/
A&ter a %ear in !indergarten( tudent with mild6moderate language pro&iciencie entering &irt
grade no longer receive a provinciall% &unded grant and thu no additional aide time i given to
&irt grade teacher7 there&ore( the ituation prove to #e more di&&icult a the teacher are not
peciali0ed in the area o& peech/ ,urrentl% ome tudent identi&ied with peech di&&icultie ma%
receive one( 8*)minute eion with a peech language pathologit S9P3 once a wee!(
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TIER 2 INTERVENTION 3
un&ortunatel% thi i o&ten inconitent and now( with &urther cut#ac!( there i even le time &or
S9P. to wor! with tudent at the chool/ eing that teacher and tudent ali!e &ind it di&&icult
to undertand thee tudent and we aume that linguiticall% their academic per&ormance will
continue to #e a&&ected( intervention i paramount/ There&ore( in order to addre thi and
identi&% tudent who e5perience di&&icult% in peech related iue( the reource teacher will
wor! in colla#oration with the S9P and re&erence the re&erral made &rom the !indergarten
teacher/ In&ormation noted &rom #oth the S9P and !indergarten &ile will #e reviewed and
charted/ A group o& + tudent who are identi&ied will #e given intructional leon &rom the
9indamood program( #% the reource teacher &or three( 8*)minute period( &or conecutive
wee!/ Aement will #e given #e&ore( during and a&ter intervention to monitor tudent.
progre and to determine thoe who have matered the !ill3 taught and thoe who will need
continued intervention at the tier 2/
Research Questions
Thi tud% will determine how much o& an impact intructional trategie including thoe
&rom the 9indamood program will have on improving peci&ic articulation peech di&&icultie
among thoe &irt grade tudent who were identi&ied through a colla#orative creening proce/
Hypothesis
A&ter tudent have #een given intene intructional practice in mall group uing the
9indamood program( tudent will how progre in the articulation o& each o& their peci&ic
peech ound identi&ied a have di&&icult% with/ ,ontinuit% and conitenc% in the deliver% o& the
program will #e een a a vital component to maintain the need o& the tudent in identi&%ing
an% area o& continued di&&icultie during the eion/
Literature Review
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TIER 2 INTERVENTION 4
In reearching the literature and writing a review &or tructuring an action reearch plan
o& how the reource teacher would #et provide tier 2 intervention to a group o& &irt grade
tudent with peech ound diorder SS"3( a deeper undertanding wa gained in how to #et
approach and provide e&&icac% in intervention/ Identi&%ing the man% &actor that in&luence what
and how thi could #e accomplihed i plenti&ul/ Iue ariing uch a peech language
pathologit. S9P3 caeload and how it impact the amount o& ervice that the% are a#le to
provide and the lac! o& reearch tudie providing recommendation &or which ervice deliver%
model i mot e&&ective &or tudent ucce are ome o& the area cloel% reearched/ It wa o&
pecial interet that providing individual peech intervention ma%( in &act( #et #e delivered
through literac%)#aed intruction/ In other word( implementing phonemic awarene activitie
in com#ination with peech activitie a oppoed to onl% &ocuing on peech a a eparate entit%
ma% #e more e&&ective/ ;ith a repone to intervention RTI3 program in place where
monitoring tudent progre and planning &or intruction i the &ocu( meeting the need o& the
tudent #ecome an eaier proce/
At the chool where the tud% too! place( a learning upport team compried o& the
adminitration and reource teacher wa developed at the #eginning o& the %ear in an e&&ort to
colla#orate and dicu the
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TIER 2 INTERVENTION 5
o#tain an e&&ective ervice deliver% model auer( I%er( oon ? @ore 2*1*3( the reource teacher
&elt the idea that tudent were receiving appropriate intervention wa &lawed due to the
inconitenc% o& S9P time at the chool/ Since the lead upport teacher noted that at the end o&
une in the lat chool %ear( the lit o& tudent re&erral identi&ied with peech ound diorder
SS"3 received #% the S9P had dou#led( the deciion &or earl% intervention wa an ea% &ocu/
Earl% intervention i intended &or thoe tudent needing additional intruction to ucceed in
chool "iviion &or Earl% ,hildhood( 2*1+7 Schuele ? oudreau( 2**B3/
At the #eginning o& the %ear( another
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TIER 2 INTERVENTION 6
eta#lihed at the chool and a plan put into place to meet the need o& thee tudent/ Once thi
wa determined the ne5t tep wa creating e&&icac% in providing a ervice deliver% model in the
chool that would #ene&it tudent in need o& intervention( and determining how the reource
teacher. role &it into the ervice deliver% model in a rural chool etting/
One o& the #igget hurdle i &inding tudie that provided uggetion &or uing an
e&&ective ervice deliver% model in relation to tudent peech and language outcome ,irrin(
Schooling( Nelon( "iehl( @l%nn( Sta!ow!i ? Adamc0%!( 2*1*3/ Thi ma!e it di&&icult
determining a direction to ta!e in planning &or a program epeciall% when tudent who are
targeted are not a#le to receive the continued intervention the% once had and till need to ma!e
progre in chool/ Again( it i important then to ta!e a cloer loo! at utili0ing the time o& the
reource teacher to aide in the ervice deliver% model in colla#oration with the S9P/
One deliver% model identi&ied wa the repone to intervention RTI3 &ramewor!
"iviion &or Earl% ,hildhood( 2*1+7 Reithaug( 2**47 ;aton ? ellon)Darn( 2*183/ There are
8 level o& intervention( tier 1( tier 2( and tier 8/ Tier 1 i conidered to #e the univeral level
where all tudent in the cla receive e&&ective( reearch)#aed practice in their regular chool
da%/ Teacher di&&erentiate their leon to meet the need o& tudent who are howing wea!ne
in certain !ill/ Ne5t in tier 2( the targeted level i &or tudent who have #een identi&ied a
howing inadeCuate progre in curriculum outcome/ Their per&ormance put them at the
#ottom 1)2* o& the cla/ Tier 2 intervention i u#Fect to the need o& the tudent(
delivered &or appro5imatel% 8* minute and i intended to lat &or everal wee!/ The duration
and &reCuenc% depend on the need that are targeted/ Either the teacher or reource teacher
would wor! with mall group o& 8)G tudent #aed on imilar need within the claroom or on
in a pullout ituation/ @inall% in tier 8( )1* o& tudent ma% need intenive intervention
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TIER 2 INTERVENTION 7
delivered #% a pecialit( reource teacher or EA under the guidance o& a teacher/ The intruction
i more intene( wor!ing on a dail% #ai/ Thi &ramewor! provide teacher the opportunit% to
ae and monitor tudent. progre over a period o& time/ The data that i collected &rom the
aement help to ma!e &urther deciion on intruction/ A&ter the allotted time given i&
progre i o#erved( the tudent ma% no longer need tier 2 intervention and would continue with
tier 1( univeral intruction/ On the other hand i& a tudent i howing little progre the tudent
would either continue in tier 2 or ma% reCuire more intene intruction in a tier 8 etting/
Reithaug 2**43 give educator practical guidance &or wor!ing with tudent in an RTI model/
Although it i emphai0ed to implement the RTI model chool)wide it i onl% #eing implemented
in a claroom etting &or the purpoe o& thi tud%/
The Cuetion then #ecome( how man% da% duration3 and how long intenit%3 hould
the eion provided #eH Since program duration and intenit% have &ound to #e rarel% reported
randel ? 9oe#( 2*117 Schuele ? oudreau( 2**B3 it i di&&icult to !now what would #e
u&&icientl% appropriate &or tudent who have peech and language impairment/ In the reearch
that wa identi&ied providing intervention tended to #e 2*)8* minute in length( in mall group
eion outide o& the claroom randel ? 9oe#( 2*113/ The #igget variance wa the program
duration/ The &inding on thi were inconcluive a each tudent or group o& tudent ma% onl%
need a &ew wee! o& intervention and ome everal/ $ndertanding that thi action reearch i
#aed on providing intervention to tudent in mall group to improve tudent outcome( the
eion provided #% the reource teacher will #e pull out in nature &or 8 da% a wee!( &or
wee! &or the purpoe o& thi tud%/
;ith a ervice deliver% model in place a program &or intervention needed to #e
identi&ied/ There are man% di&&erent approache that can #e ta!en >amhi( 2**G3 &or providing
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TIER 2 INTERVENTION 8
intructional practice and intenive upport/ 'uch o& the reearch &inding ugget that the t%pe
o& intervention relied on and goal election choice are #aed on the reource teacher.
philooph%( e5perience( #ac!ground !nowledge in intervention( colla#oration with the S9P and
tudent need >amhi( 2**G7 Reithaug( 2**47 Schuele ? oudreau( 2**B3/ $ndertanding that
current reearch itel& ha no per&ect olution &or a precie approach to intervention( the reource
teacher mut #e diligent in undertanding #ac!ground !nowledge o& what contri#ute an
e&&ective approach and provide #et practice in intruction that #et uit the need o& the
tudent in need o& intervention/ In dicuion with the S9P it wa initiall% thought that the
&ocu &or the action reearch would peci&icall% #e a peech ound alone7 however( with &urther
reearch there i am#le evidence that tudent with SS" are all uniCue( have di&&erent trength
and wea!nee and ma% alo #e at ri! in achieving ucce in literac% related ta! Apel ?
9awrence( 2*117 illam ? @ord( 2*123 uch a phonemic awarene illon( 2***3/ Thu #oth
articulation awarene and phonological awarene come into pla% when deciding on a program
to implement/ Reearch &ound that com#ining #oth phonemic awarene ta! and peech ound
intervention to #e an e&&ective intervention &or improving tudent. literac% a#ilitie in
conFunction with peech improvement 9ouada et al/( 2*183/ Thu chooing one particular
approach peci&icall% &or intruction i not an ea% &eat/
;ith thi undertanding and having limited reource to ue( the reource teacher choe
the 9indamood phoneme eCuencing program 9iPS3( upported #% reearch tudie 'cInt%re(
Prot0( ? 'cJuarrie( 2**B3/ The choice to ue thi program wa #aed on the reource teacher.
training in the program( and !nowledge o& theorie on which the program wa developed
epeciall% the phonological awarene component along with articulation awarene/ The
9indamood program i a phoneme eCuencing proce that help tudent develop the ound)
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TIER 2 INTERVENTION 9
%m#ol repreentation through auditor%( viual and language proceing 9indamood ?
9indamood( 2*113/ It i a proce where tudent will engage the ue o& their mouth and
poitioning o& their tongue to articulate ound in com#ination with phonemic awarene
intruction/ Thi t%pe o& intervention i !inethetic in nature and will allow tudent to el&)
monitor and el&)correct the &ormation o& their mouth( alo allowing them to identi&% the
eCuence o& ound within word/ Ta! ued will emphai0e peech ound that were initiall%
targeted &or intervention/ The proce #% which the reource teacher continue with intruction i
#aed on how the tudent repond to the eion/ oth the reource teacher and S9P &elt that
the 9indamood program would indeed #ene&it the tudent targeted &or intervention in the tier 2
etting/
Reearch upport the idea that tudent with SS" are at an increaed ri! &or
e5periencing di&&icult% with literac% development Peteron( Pennington( ? Shri#erg( 2**43 with
that in mind and the undertanding and planning &or intruction that i #aed on the need o& the
tudent( the reource teacher chooe to gather #aeline data &rom #oth the S9P data reult and
the data reult &rom an initial reading readine aement #aed on phonemic awarene ta!
adminitered #% the reource teacher/ A reearcher have &ound Peteron et/ al/ 2**43 there i
merging evidence that a tudent. language a#ilitie are good predictor o& literac% outcome &or
tudent with SS"/ There&ore( #% anal%0ing #oth aement( tudent who are identi&ied a
howing wea!ne in area o& peech and phonemic awarene will #e included in the tud%/
Overall( reearcher have &ound that when S9P and other educator chooe an
intervention approach to implement the% t%picall% end up com#ining di&&erent approache
Routone( ;ren( a!opoulou( ? 9inda%( 2*123/ The% ma% tart with a ingle intervention #ut
then adapt the intervention with other program component to #et meet the need o& the
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TIER 2 INTERVENTION 10
tudent/ There&ore( it appear that #oth the educator. e5perience and #ac!ground !nowledge o&
evidenced)#aed reearch and #et practice pla% an underlining role in deliver% o& intruction
in tr%ing to ma!e a deciion on which intervention approach to ue o&&e( ? Pring( 2**B3/ @or
the purpoe o& thi tud% the 9indamood program will #e the onl% approach ta!en/
A a reult o& the reearch it i undertood that claroom teacher and tudent need the
upport &rom adminitrator( reource teacher and S9P i& availa#le3 to create an environment
that meet the need o& tudent targeted with SS" and phonological awarene de&icit/
Educator need to continue to colla#orate( ae( and monitor the progre o& tudent
achievement( evidentl% electing and delivering targeted intervention that are e&&ective and
appropriate to enure that tudent are ma!ing progre/
Methodology
;ith inu&&icient S9P time given to the chool in the ditrict to wor! with tudent with
wea! language pro&iciencie and articulation de&iciencie there i a maFor concern that &irt grade
tudent are not receiving the peciali0ed intervention needed to ma!e e&&ective progre/ A
group o& tudent will #e choen and given targeted intervention #% anal%0ing data &rom S9P
report and reult o& a reading readine aement 9earning "ia#ilitie Aociation o&
Al#erta( 2*1+3 to determine thoe who have peech diorder and literac% !ill/ The election o&
tudent include thoe e5periencing di&&icult% with articulation error uch a k, g, v, th, l, or r
ound and have demontrated wea!ne in their phonological awarene !ill. Thee targeted
tudent will receive peciali0ed intervention &rom the reource teacher who will wor! with the
group 8 da% a wee!( in 8*)minute eion( &or conecutive wee!/ The reource teacher will
wor! with thee tudent in the deignated reource room at a !idne% haped ta#le/ Aement
will #e given #e&ore( during and a&ter intervention/
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TIER 2 INTERVENTION 11
The intruction trategie implemented #% the reource teacher through the 9indamood
program will #e ued &or the duration o& the intervention/ It will #e determined whether or not
the intervention wa ucce&ul a&ter anal%0ing the reult &rom variou data collected including
pre)aement and pot)aement given( o#ervation and Fournal entrie documented/
O#ervation will alo #e noted i& there i an improvement o& tudent who mater their !ill in
a mall group etting and appl% what the% have learned in their regular claroom/
Thi proFect i deigned to implement a peciali0ed program( the 9indamood program to
help tudent properl% articulate ingle peech ound in po!en word/ The mall group
intervention will allow &or cloe manipulation and undertanding o& what the mouth and tongue
need to do to e&&ectivel% produce the ound that i #eing &ocued on/ The goal i to produce
thee ound independentl%( #e a#le to el&)correct and have an awarene o& the correpondence
#etween letter and ound peech3/ Thi will ait tudent in ma!ing a tronger connection to
the development o& their phonological awarene with the guidance o& the reource teacher/ One
!e% techniCue i providing tudent the a#ilit% to dicover what the% ee( hear( and &eel a the%
produce the ound and engage in dialogue with the reource teacher allowing them to develop
and have trong undertanding o& ound/
Sample Selection
A group o& + &irt grade tudent were identi&ied a having mild)moderate peech
articulation di&&icultie coupled with everal wea!nee in their literac% phonological awarene
a#ilitie to #e a part o& the tud%/ Three o& the &our tudent are &emale o& which two are &rom
one grade one cla and the other two &rom the other grade one cla/ Student 1 i an energetic(
&un pirited girl who love to chat up a torm/ She tend to ruh her wor! in order to move on to
the ne5t thing/ It i di&&icult to undertand her in dialogue #ecaue o& her articulation di&&icultie/
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TIER 2 INTERVENTION 12
Der peci&ic articulation di&&icultie are v. th, l, and r ound/ Student 2 i a &riendl%( happ% #o%
who i eager to learn/ Di articulation di&&icultie are with letter ound( k, g, v th, l and r.
Student 8 i a ver% h%( Cuiet( reerved girl/ She ha di&&icult% with ound v, th, l, and r / Dow
he interact and how much he engage in dialogue in the mall group will #e o& interet/ The
&ourth tudent i a tudent who pea! ver% little and her deciion to participate or not could #e a
concern/ The peech articulation di&&icultie he encounter are k, g, v, th, l, and r.
Research Design
;hile wor!ing with the participant in mall group 8 time per wee! &or 8* minute
eion the reource teacher will ma!e o#ervational &ield note that are pertinent to the tud%
with e&&ort to re&lect on the current intruction through Fournaling in order to plan &or intruction
&or the ne5t leon/ Thi tud% include in&ormation &rom archival document &ormer
documentation &rom S9P report3 to #e ued &or a #aeline in determining the peech ound that
each targeted tudent i having di&&icult% with/ Phonological awarene aement will #e given
#e&ore( and a&ter the tud% to determine i& an% growth ha #een made in conFunction with their
peech de&iciencie/ ;hen uing &ield note and Fournaling( #oth Cualitative #aed techniCue(
com#ined with anal%0ing aement data( a Cuantitative techniCue( thi tud% i conidered to #e
mi5ed)method in deign/ Daving #oth t%pe o& techniCue allow &or a #roader ene and #etter
de&ined o#ervational etting and e5planation to what i happening in thi tud%/ Jualitative data
will #e eCuentiall% collected throughout the tud% and Cuantitative data #e&ore the tud% #egin
and when it conclude/ Priorit% will #e given to the Cualitative techniCue due to the &act that
peech i the main &ocu/ Since peech i aeed through dialogue there i e5tenive
interaction #etween tudent and teacher there&ore an% pertinent in&ormation and progre
o#erved will #e noted on a regular #ai/
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TIER 2 INTERVENTION 13
The proce #% which production o& peech ound and PA leon given will #e &ollowed
through with the 9indamood program 9indamood ? 9indamood( 2*113/ Daving #een trained in
thi program the reource teacher i con&ident in her a#ilitie to engage the tudent in
intruction/ In a eCuential order tudent will #e introduced to paired cononant ound through
mouth manipulation( trac!ing( pelling( and reading/ Each cononant pair i taught
imultaneoul% a #oth are &ormed with the ame mouth movement/ The &irt cononant i
conidered to #e a voiced Cuiet3 ound and the other unvoiced noi%3/ Thee cononant will #e
re&erred to a
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TIER 2 INTERVENTION 14
a
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TIER 2 INTERVENTION 15
iolation/ I& the tudent ha no di&&icult% with the articulation o& the ound at the end o& the
leon it will #e noted with a plu ign L3/ I& minor teacher aitance wa needed to get the
articulation correct a circled L ign will #e notated/ @inall%( i& there i igni&icant di&&icult% with
the articulation o& a ound a minu ign )3 will #e notated/ There will #e one o#ervational
outline &or each tudent/ Once the articulation o& each ound ha #een taught another
o#ervational chec!lit will #e ued to o#erve tudent trac!ing mouth picture( coloured
Cuare and letter Cuare/ The ame notation will #e ued a mentioned a#ove/ @inall% the ame
t%pe o& o#ervational lit will #e ued near the end o& the tud% to o#erve tudent. articulation(
trac!ing( pelling and reading !ill/ In addition to the o#ervational chec!lit the reource
teacher will ma!e additional Fournaling on an% dialogue that ma% ta!e place #etween the
interaction among the tudent and reource teacher/ The reource teacher will care&ull% liten
&or improvement in articulation ound made over the duration o& the tud%/
Data Analysis
A line graph preenting each tudent @igure 1/1/( 1/2/( 1/8/( ? 1/+/3 will #e ued to how
an% change that are o#erved at the end o& each wee! in relation to the progre o& articulation
ound/ The line graph will how at which wee! the% matered the ound peci&icall% identi&ied
a a pro#lem/ A #ar graph will #e ued to preent the &inal &inding altogether/ The #ai &or thi
graph i to how which ound wa matered #% the tudent &or proper mouth &ormation and
ound repreentation in inolation and in dialogue #% the end o& the intervention/
Preliminar% data wa collected a a #ae line &or determining which tudent where
targeted with #oth peech and PA di&&icultie/ A wa mentioned the articulation o& ound i the
main &ocu o& the tud%( however( a reearch ugget implementing intervention to thee
tudent in need i #et practiced through phonological awarene activitie/ There&ore( a
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TIER 2 INTERVENTION 16
reading readine tet wa adminitered prior to the tud% and will #e adminitered at the end o&
the tud% to determine i& progre wa made in the area that were highlighted in red a hown in
@igure 8/1/ The data reult &rom thi aement are ued in conFunction with the reult o&
articulation a#ilitie/ Thu( thi will #e ta!en into conideration when interpreting the data a a
whole and tudent improvement in #oth peech and phonological awarene/
Results
@our grade one tudent identi&ied a having peech di&&icultie and wea! phonological
awarene !ill received mall group intervention in a Tier 2 etting/ It wa intended that thee
tudent would improve their peech articulation with peci&ic ound and increae their
phonological awarene !ill with peciali0ed upport given 8 time a wee!( &or wee!(
through intene intervention with the 9indamood program/ Throughout the proce data wa
collected in the &orm o& chec!lit( Fournaling( and o#ervational entrie a&ter each leon/
indings
@igure 1/1)1/+ 1)+ dipla% each tudent. progre made in articulating the ound
emphai0ed a&ter 8 eion that too! place each wee!/ Each ound i repreented on a line
graph with a tarting #aeline determined #% a pot aement ta!en &rom the Speech 9anguage
Pathologit. report at the end o& !indergarten/ ;hen a tudent ha correctl% articulated the
ound independentl% a&ter each wee! o& intervention the line moved up a point/ I& the tudent
wa una#le to articulate the ound correctl% the line moved diagonall% acro/
Student 1 a een in @igure 1/1 demontrated poitive and negative mar! &or ound l ( v(
& r throughout the wee!/ The th ound proved to #e a challenge and the tudent wa
unucce&ul at independentl% getting the mouth &ormation correct without aitance when uing
the ound at the #eginning o& a word/ Der attempt to ma!e the th ound were challenging a he
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TIER 2 INTERVENTION 17
wa e5tremel% tal!ative and le enthued a#out having to ma!e change in her peech/ It wa
ver% di&&icult &or her to pronounce the th ound tongue #itter3 rather he would alwa% reorted
#ac! to the -lip #itter. which wa the f ound/ A&ter the &irt &ew attempt he #ecame &rutrated
and wanted to move on to omething ele/
Figure 1.1. Results of One-Way Design sing !ines to Re"resent #orre$t or %n$orre$t For&ation an' se of ("e$i)$ #onsonant (oun's
*aseline Wee+ 2 Wee+ 4
0
1
2
3
4
5
Student 1
,t
l
r
Observational Checklist
Correct or Incorrect Articulation
Figure 1.1. *aseline is 'eter&ine' fro& te (! re"ort an' in'i$ates tat te
stu'ent $urrently as 'i/$ulties it ea$ of te soun's son. For ea$
su$$essful arti$ulation for&ation oser,e' at te eginning of te net ee+
te line ill &o,e' u" 'iagonally. For ea$ in$orre$t arti$ulation &a'e te
line ill &o,e oriontally.
Student 2 ee @igure 1/23 demontrated continued( tead% progre once he caught on to
the proper &ormation o& each o& the ound/ The tudent wa eager and willing to repeat the
ound &ormation while loo!ing in the mirror to correct hi tongue and mouth movement/ Note
that ound k ? g are in the ame poition on the line graph a well a ound r ? th.
Figure 1.2. Results of One-Way Design sing !ines to Re"resent #orre$t or %n$orre$t For&ation an' se of ("e$i)$ #onsonant (oun's
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TIER 2 INTERVENTION 19
0123
45
Student 3
,t
l
r
Observational Checklist
Correct or Incorrect Articulation
Figure 1.3. *aseline is 'eter&ine' fro& te (! re"ort an' in'i$ates tat te
stu'ent $urrently as 'i/$ulties it ea$ of te soun's son. For ea$
su$$essful arti$ulation for&ation oser,e' at te eginning of te net ee+
te line ill &o,e u" 'iagonally. For ea$ in$orre$t arti$ulation &a'e te line
ill &o,e oriontally.
Student + ee @igure 1/+3 had ucce with the k ound wee!l%/ The g, v, l, & th were all
ound that were initiall% not articulated correctl% #ut #% the econd and third wee! improvement
wa een/ Note that ound g ? th have the ame line path/ The v ound reult were #ac! and
&orth a he tended to pronounce the Cuiet ound f intead o& the noi% v ound/ The r ound wa
the mot di&&icult ound &or her to articulate/
Figure 1.4. Results of One-Way Design sing !ines to Re"resent #orre$t or %n$orre$t For&ation an' se of ("e$i)$ #onsonant (oun's
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TIER 2 INTERVENTION 20
0123
45
Student 4
+
g,
t
l
r
Observational Checklist
Correct or Incorrect Articulation
Figure 1.4. *aseline is 'eter&ine' fro& te (! re"ort an' in'i$ates tat te
stu'ent $urrently as 'i/$ulties it ea$ of te soun's son. For ea$
su$$essful arti$ulation for&ation oser,e' at te eginning of te net ee+
te line ill &o,e u" 'iagonally. For ea$ in$orre$t arti$ulation &a'e te line
ill &o,e oriontally.
In @igure 2/1 tudent were rated on their a#ilit% to el&)correct their letter ound at
the #eginning o& each wee!/ Student 2 and tudent + were ucce&ul in their a#ilit% to el&)
correct articulation error/ At the end o& the tud% the reult indicated that tudent 2 had an B8
ucce rate and tudent + a GM ucce rate/ oth tudent 1 and tudent 2 truggled with
independentl% el&)correcting and had a 2 ucce rate/
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TIER 2 INTERVENTION 21
Figure 2.1. Results of (elf-#orre$tion (elf-onitoring
0
1
2
3
Monitoring Articulation Success
+
g
l
r
,
t
Targeted First Grade Students
ating Sel!"correction
Figure. 2.1. e ,erti$al legen' on te left is 'es$rie s"e$i)$ally as su$ 1-
%'enti)e' as a,ing 'i/$ulty it te "arti$ular soun' ta+en fro& (!
re"orts in ea$ stu'ents # )les. 2-%'enti)es stu'ents o a,e &a'e
"rogress it un'erstan'ing o te soun' is &a'e it teir tongue an'
&out ut a,e not rea$e' &astery in self-$orre$tion an' self-&onitoring.
3-(tu'ent as rea$e' &astery in self-$orre$tion an' self-&onitoring.
oth &igure 8/1 and 8/2 how the phonological awarene pre)aement and pot)
aement reult repectivel%/ All tudent made igni&icant improvement/ Student 2 and
tudent + howed the mot improvement/
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TIER 2 INTERVENTION 22
Figure 3.1. onologi$al :areness re-assess&ent - Fall 2014
#etters
h$%e
&etection 'lending
&eletion
Isolation ecognition
( t u ' e n t
! e t t e r % ' e n t i ) $ a t i o n
! e t t e r s o u n ' s
R - y & e D e t e $ t i o n
R - y &
e ; e n e r a t i o n
W
o r ' D e t e $ t i o n
( y l l a
1 l e D e t e $ t i o n
. - o n e & e D e t e $ t i o n
( y l l a 1 l e * l e n ' i n g
. - o n
e & e * l e n ' i n g
( y l l a 1 l e D e l e t i o n
. - o n e & e D e l e t i o n
n
% n i t i a l ( o u n '
F i n a l ( o u n '
5 e ' i a l ( o u n '
W o r ' R e $ o g n i t i o n
< o n W o r '
D e $ o ' i n g
1 16 18 1 0 1 4 0 1 0 3 0 4 0 1 3 0
2 21 16 5 2 5 5 0 2 0 3 2 5 0 0 2 0
3 21 18 5 4 3 2 0 1 0 2 2 4 1 3 1 0
4 9 4 1 0 3 1 0 4 0 2 0 0 0 0 2 0
Figure 3.1. (a'e' $o'es for !etter (oun's an' %'enti)$ation - *la$+ is
sa'e' in for s$ores 20-25=25> ;ray 15-19=25> Wite 0-14=25 Wor'
Re$ognition ? *la$+ 5-10=10> ;ray 3-4=10 Wite 0-2 :ll oter $ategories -
*la$+ 4-5=5> ;ray3=5> Wite 0-2=5. :'a"te' fro& @Rea'ing Rea'iness
:ssess&entA re$or'ing oo+let y te Alberta Disabilities Association of
AlbertaB. Retrie,e' fro&
tt"A==.aassa.$o&=u"loa'e'=C'u$ationalResear$=O(:#=re,entingRea
'ingDi/$ulties=assess&ent=Re$or'ing*oo+let."'f
http://www.aassa.com/uploaded/Educational_Research/OSAC/Preventing_Reading_Difficulties/assessment/RecordingBooklet.pdfhttp://www.aassa.com/uploaded/Educational_Research/OSAC/Preventing_Reading_Difficulties/assessment/RecordingBooklet.pdfhttp://www.aassa.com/uploaded/Educational_Research/OSAC/Preventing_Reading_Difficulties/assessment/RecordingBooklet.pdfhttp://www.aassa.com/uploaded/Educational_Research/OSAC/Preventing_Reading_Difficulties/assessment/RecordingBooklet.pdf
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TIER 2 INTERVENTION 23
Figure 3.2. onologi$al :areness ost-assess&ent - Fall 2014
#etters
h$%e
&etection
'lending
&eletion
Isolation ecognition
( t u
' e n t
! e t t e r % ' e n t i ) $ a t i o n
! e t t e r s o u n ' s
R - y & e D e t e $ t i o n
R - y & e ; e n e r a t i o n
W o r ' D e t e $ t i o n
( y l l a 1 l e D e t e $
t i o n
. - o n e & e D e t e $ t i o n
( y l l a 1 l e * l e n
' i n g
. - o n e & e * l e n
' i n g
( y l l a 1 l e D e l e t i o n
. - o n e & e D e l e t i o n
n
% n i t i a l ( o u n '
F i n a l ( o u n '
5 e ' i a l ( o u n '
W o r ' R e $ o g n
i t i o n
< o n W o r ' D e $ o
' i n g
1 23 20 3 2 5 5 0 2 1 1 5 3 1 5 12 24 21 5 5 5 5 3 5 5 5 5 5 5 5 6 4
3 24 21 5 4 5 4 3 3 1 3 4 5 3 3 3 14 20 16 4 1 5 4 0 4 5 1 3 0 5 4 0 5
Figure 3.2. (a'e' $o'es for !etter (oun's an' %'enti)$ation - *la$+ is
sa'e' in for s$ores 20-25=25> ;ray 15-19=25> Wite 0-14=25 Wor'
Re$ognition ? *la$+ 5-10=10> ;ray 3-4=10> Wite 0-2 :ll oter $ategories -
*la$+ 4-5=5> ;ray 3=5> Wite 0-2=5. :'a"te' fro& @Rea'ing Rea'iness
:ssess&entA re$or'ing oo+let y te Alberta Disabilities Association of
AlbertaB. Retrie,e' fro&
tt"A==.aassa.$o&=u"loa'e'=C'u$ationalResear$=O(:#=re,entingRea
'ingDi/$ulties=assess&ent=Re$or'ing*oo+let."'f
Discussion
http://www.aassa.com/uploaded/Educational_Research/OSAC/Preventing_Reading_Difficulties/assessment/RecordingBooklet.pdfhttp://www.aassa.com/uploaded/Educational_Research/OSAC/Preventing_Reading_Difficulties/assessment/RecordingBooklet.pdfhttp://www.aassa.com/uploaded/Educational_Research/OSAC/Preventing_Reading_Difficulties/assessment/RecordingBooklet.pdfhttp://www.aassa.com/uploaded/Educational_Research/OSAC/Preventing_Reading_Difficulties/assessment/RecordingBooklet.pdf
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TIER 2 INTERVENTION 24
The data reult indicated that ound l &ront li&ter3 ? r #ac! li&ter3 were the mot
di&&icult to el&)correct @igure 2/13/ The reearcher contri#ute thi to thee ound not #eing
introduced until the ver% end o& the cononant ection in the program/ Not onl% are thee ound
more di&&icult to pronounce #ut the% are di&&icult &or tudent to clearl% viuali0e and &eel what i
happening to the poition o& their tongue in the mirror/ Dowever( due to the time limitation to
introduce thee ound( the% were taught out o& order/ Alo due to the nature o& the la%out o& the
9indamood program #oth ound were not introduced until the econd wee! into the tud%/
It wa evident that #oth tudent 2 and tudent + made the greatet gain in #oth their
peech articulation and pot)aement core/ It wa alo at the #eginning o& the &i&th wee!
that the S9P without the !nowledge o& the data reult &rom thi tud% wa impreed #% #oth
tudent progre( in their pot)aement reult he had adminitered a an S9P/ That and the
comment made #% tudent 2. mother a to how her on. articulation had improved and how he
wa el&)correcting and el&) monitoring at home i evidence o& ucce/ ;hen the reult o& the
data were hared with hi grade one teacher he wa in agreement that the ame progre
happening and #eing noticed in the claroom/
@rom the data reult it wa clear that Student 8 had the mot di&&icultie in the
#eginning with her articulation( enthuiam( and engagement/ It wa noted how &atigued he
appeared to #e and thu le engaged he wa on everal o& the da% that he came to the
eion/ It wa ver% evident that he had di&&icultl% ta%ing in tuned and &ocued/ Than!&ull% it
did improve over the wee! time &rame and once he caught on to the routine he #ecame more
engaged/ % the end o& wee! the reearcher #egan to wor! with thi tudent and tudent 1 in a
group o& 2 rather than + when time allotted &or it/ The other tudent were ma!ing huge gain
and were loing interet/ The reearcher &elt the% were not #eing challenged enough and #egan
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TIER 2 INTERVENTION 25
to loe interet/ It Cuic!l% #ecame evident that adaptation needed to #e made in the planning o&
intruction/
It alo #ecame clear( ver% Cuic!l%( that tudent +. #ehavior wa going to #e a challenge/
Thi tudent wa ver% much a tactile tudent( needing to #e moving and doing thing with her
hand at all time/ Initiall% the manipulative ued &or the letter ound and correponding mouth
picture were in a platic container &or each tudent with their name on it/ Thi wa an e&&ective
mean o& manipulating the letter and picture until thi tudent decided to continuall% pile the
manipulative altogether( turn them upide down or move them all around/ It wa evident that
adFutment needed to #e made( o #% the end o& the &irt wee! the manipulative were velcroed
to manila tag to decreae the a#ilit% to mi5 all o& the manipulative up/ $n&ortunatel% he &ound
other wa% to #ecome ditracted uch a pla%ing with the mirror or &elt piece which were needed
&or each eion/ It wa alo di&&icult at time to get her to pronounce word #ecaue it wa
#aed on when he wa read% to pea!/ The data reult how ee @igure 1/+3 that although
there were #ehavioural iue he wa till a#le to demontrate ucce/
A the data wa collected and anal%0ed it #ecame evident that the tudent were a#le to
el&)correct when the peci&ic mouth picture la#eling wa mentioned &or each particular ound
and #% watching the mouth &ormation o& the reearcher/ At &irt the reearcher did Cuetion the
de&inition o& each term( el&)correcting and el&)monitoring and needed to clearl% de&ine the
meaning and give more clarit% and undertanding to #oth term/ ;hat did it mean to el&)correct
and el&)monitorH Sel&)correcting de&inition!automaticall% adFuting to or correcting mita!e(
el&)monitoring de&inition) reCuire a tudent to o#erve their #ehavior meaure3( then evaluate
it againt an e5ternal tandard or goal/ The de&inition helped to clari&% that all tudent were
el&)correcting #ut tudent 1 and 8 needed &urther time and upport to achieve mater%/
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TIER 2 INTERVENTION 26
In the end the data collected con&irm that tudent did in &act ma!e progre in the
articulation o& their peech ound/ Not all reached mater% #ut the reult how that the
program wa a contri#uting &actor in guiding tudent in how to properl% &orm their ound/ It
ha #een the com#ination o& attention to ound dicrimination plu the phonological awarene
ta! that are a natural progreion with the program and the #alance o& maintaining a
converation throughout the leon all contri#uted to the ucce o& each tudent thu &ar/
Limitations
There were man% limitation that were identi&ied and proved to #e o& concern a the
tud% continuall% progreed/ @actor uch a time retraint &rom une5pected chool &unction(
pecial author viit( now cloureer da%( meeting and limitation o& time &or the reearch action
plan itel& made &or cheduling change challenging(7 not ever%thing went according to plan/
Alo( the attitude( learning t%le( and #ehavioural tendencie o& tudent pla%ed a part in the
peed and ucce o& the eion/ Even wor!ing with tudent 8 da% a wee! with intene
intruction there ma% have #een a lape o& 8)G da% in #etween each o& the wee! depending on
cheduling( P" da%( or now da% involved( o thi ma% have contri#uted to tudent wor!ing
memor% o& what the% had practiced and learned at chool and whether or not thi in&ormation
!ept with them and tran&erred to the claroom ituation and home in the da% the% did notn.t
have a eion/
Time retriction were certainl% noted a #eing one o& the mot limiting &actor/ ;hen
the reearch action #egan and the 9indamood program wa implemented the amount o& time to
get through the #eginning o& the program wa not &ull% ta!en into conideration #ecaue the
peed at which the ound were introduced wa un!nown/ It wa di&&icult to continue through
the 9indamood program &or a 8*)minute eion and !eeping the tudent activel% engaged/
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TIER 2 INTERVENTION 27
'ore activitie needed to #e added in order to have review and practice the ound without it
#ecoming too monotonou &or the tudent/ @or the purpoe o& thi tud% the reearcher initiall%
&ollowed the progreion o& introducing the ound in the order that it wa uggeted and reali0ed
a previoul% mentioned that ome o& the ound needed more time and repeated eion &or
tudent to #e a#le to el&)correct and reach a mater% level/ ut a dicovered in the literature
review it wa di&&icult &or the reearcher not to add additional teaching material and e5tend the
learning and interet o& the tudent with a variet% o& di&&erent ta! in conFunction with the
peci&ic program/ A 8*)minute eion wa o#erved a #eing too long to &ocu on the program
alone due to their individual need and attentivene/
It wa aumed that tudent would demontrate on)ta! #ehaviour/ ;hen it #ecame
evident that there were ome di&&icultie with thi( the reearcher needed to adapt to the ituation/
Preparation and adFuting o& the current reource #ecame necear% &or the continued planning
and deliver% o& the tud%/ eing a#le to improvie and get creative in &inding activitie that
related to the peci&ic peech ound wa an important component needed &or a ucce&ul
deliver%/ Through o#ervation and Fournal note tudent needed e5tra( continued practice with
certain ound to #ecome ucce&ul/ Thi #ecame an iue when the reearcher initiall% thought
not to continue to wor! more in)depth with particular ound uch a the th #ecaue time wa a
&actor and it wa important to get all o& the ound covered #e&ore wee! &ive wa completed/
Another limitation wa the recording o& #eginning ound onl%/ Some tudent could
ma!e the th, r, or l ound articulation appropriatel% when the ound came at the end o& a word
#ut not the #eginning o& a word/ @or the purpoe o& thi tud% onl% proper articulation o& the
ound at the #eginning o& word wa ta!en into conideration/
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TIER 2 INTERVENTION 28
;or!ing within a mall group in a tier 2 level( proved to #e ucce&ul( however( it
#ecame di&&icult &or the reearcher to liten to all o& the tudent at the #eginning o& each wee! to
chec!lit their repone &or repeating word with the correct articulation/
Summary and urther Research
There are de&inite gain in the ue o& the program #ut it i eential to undertand that
amhi(
2**G( pg 2M23/ All o& the a#ove mentioned &actor pla%ed a igni&icant &actor in the ucce o&
thi reearch action plan/
Overall the implementation o& the reearch action plan wa a poitive and ucce&ul
e5perience/ Each tudent made progre( ome Cuic!er than other/ It wa intereting to
dicover how each tudent di&&ered in their learning t%le( wor!ing memor% and who needed
more intene intervention/ aed on the reult( continued intervention will #e given to tudent 1
and 8/ @or thee tudent in particular( all ound will continue to #e reviewed uing the
9indmood program la%out/ The peci&ic peech ound that continue to give them di&&icultie
will #e emphai0ed and additional activitie will #e added to &acilitate the need &or e5tra practice
and need &urther rein&orcement/ @or tudent 2 ? + the% will no longer need the tier 2 level o&
intervention and will continue #ac! in the regular claroom etting/ There will #e continued
colla#oration with the teacher and the reearcher to maintain dicuion a#out ongoing
aement and reult to enure that progre and ucce o& each tudent continue/
Action Plan
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TIER 2 INTERVENTION 29
At the end o& the reearch action plan it i in the #et interet o& the tudent &or the
reearcher to hare the data with the teacher/
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TIER 2 INTERVENTION 30
a grati&%ing e5perience( one that open up the door to &urther inCuir% on how to continue
ma!ing our teaching practice and thoe o& other the #et the% can #e/ ,ontinued adaptation(
&le5i#ilit% with intructional planning( alwa% !eeping the tudent. need at the &ore&ront o& the
planning proce #ecame apparent/ Re&erring to reearch #aed literature helped &ormulate new
idea and e5poe new trategie/ In the end thi reearch action plan reearch proFect give
priorit% to optimi0e the reearch #ae &or lead upport teacher to ue their !ill and utili0e their
poition in upporting mall group o& tudent in a tier 2 etting in the earl% grade a well a
older grade with the help o& adminitrator and teacher colla#oration/
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TIER 2 INTERVENTION 31
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TIER 2 INTERVENTION 32
A((endices
Ta#le 1/1/
Relationhip etween "ata ,ollection Intrument and Reearch Juetion
Note/ Adapted &rom
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TIER 2 INTERVENTION 33
Re&erence
Apel( >/( ? 9awrence( / 2*113/ ,ontri#ution o& morphological awarene !ill toward)level
reading and pelling in &irt)grade children with and without peech ound diorder/
Journal of Speech, Language, and Hearing Research( !3( 1812)182M/
auer( >/ 9/( I%er( S/( oon( R/ T/( ? @ore( ,/ 2*1*3/ 2* wa% &or claroom teacher to
colla#orate with peech)language pathologit/ "ntervention in School and #linic( !3(
888)88M/
randel( /( ? 9oe#( "/ 2*113/ Program intenit% and ervice deliver% model in the chool:
S9P urve% reult/ Language, Speech, and Hearing Services in Schools( !$+3( +G1)+4*.
,irrin( @/ '/( Schooling( T/ 9/( Nelon( N/ ;/( "iehl( S/ @/( @l%nn( P/ @/( Sta!ow!i( '/(
Adamc0%!( "/ @/ 2*1*3/ Evidence)#aed %tematic review: E&&ect o& di&&erent ervice
deliver% model on communication outcome &or elementar% chool)age children/
Language, Speech & Hearing Services in Schools %nline', !(83( 288)2G+A/ Retrieved
&rom http:66earch/proCuet/com6docview6M2*B*1Haccountid12MG
"iviion &or Earl% ,hildhood o& the ,ouncil &or E5ceptional ,hildren/ 2*1+3/ @ramewor! &or
repone to intervention in earl% childhood: "ecription and implication/
#ommunication )isorders *uarterly( +23( 1*B)114/
"e@our( R/( "u@our R/( ? Ea!er( R/ 2**B3/ Revisiting professional learning communities at
ork- e insights for improving schools. loomington( IN: Solution Tree Pre/
illam( S/( ? @ord( '/ 2*123/ "%namic aement o& phonological awarene &or children with
peech ound diorder/ #hild Language eaching and herapy( $083( 24M)8*B/
http://search.proquest.com/docview/752058501?accountid=12756http://search.proquest.com/docview/752058501?accountid=12756
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TIER 2 INTERVENTION 34
illon( / T/ 2***3/ The e&&icac% o& phonological awarene intervention &or children with
po!en language impairment/ Language, Speech, and Hearing Services in Schools( +(23(
12G)+1/
o&&e( V/( ? Pring( T/ T/ 2**B3/ ,hildren with phonological pro#lem: A urve% o& clinical
practice/ "nternational Journal of Language & #ommunication )isorders( !+23( 1+)
1G+/
>amhi( A/ / 2**G3/ Treatment deciion &or children with peech)ound diorder/ Language,
Speech, and Hearing Services in Schools( +1 +3( 2M1)2M4/
9earning "ia#ilitie Aociation o& Al#erta/ 2*1+3/ Reading readiness assessment- Recording
booklet. Retrieved &rom :'a"te' fro& @Rea'ing Rea'iness :ssess&entA
re$or'ing oo+let y te Alberta Disabilities Association of Alberta.
Retrie,e' fro&
tt"A==.aassa.$o&=u"loa'e'=C'u$ationalResear$=O(:#=re,entin
gRea'ingDi/$ulties=assess&ent=Re$or'ing*oo+let."'f
9indamood P/( ? 9indamood( P/ 2*113/ he Lindamood phoneme se2uencing program for
reading, spelling, and speech +th ed/3/ Autin( T: Pro)ed
9ouada( '/ '/( eu( 9/ T/( ,apela( S/ S/( 'argaca( ,/ ,/( Simoe( "/ "/( Valente( A/A/( ?
o&&e( V/ 9/ 2*183/ Phonological and articulation treatment approache in Portuguee
children with peech and language impairment: A randomi0ed controlled intervention
tud%/ "nternational Journal of Language & #ommunication )isorders( !023( 1M2)1BM/
'cInt%re( 9/( Prot0( S/( ? 'cJuarrie( 9/ 2**B3/ E5ploring the potential o& 9iPS intruction &or
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TIER 2 INTERVENTION 35
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TIER 2 INTERVENTION 36
Assign%ent )* esults and &iscussion Points
Reslts se$tion in$lu'es a rief inro'u$tion tat
su&&aries te stu'y
10
Data 'is"laye' in te Fin'ings se$tion isre"resentati,e of +ey )n'ings of te stu'y 10
ales an' Figures are use' a""ro"riately asoutline' in te :: anual $e$+lists 5.19 an'5.30 an' are for&atte' $orre$tly
9 (uggest you $onsi'era &ore $lear"resentation of so&e'ata tan te linegra"ing.
Dis$ussion se$tion "ro,i'es an analysis of te'ata an' 'ras $on$lusions ase' on te 'ata
10
Results se$tion a''resses te li&itations of testu'y an' re$o&&en'ations for furter resear$
10
otal 49