1. The impact of intervention groups on first grade reading benchmark scores Megan Romer EDU: 671 Fundamentals of Educational Research Dr. Shelia Thomas October 28, 2013 1

2. The problem…… The number of students who move onto second grade unable to read on grade level. “ A child who is a poor reader at the end of first grade has an almost 90% chance of being a poor reader at the end of fourth grade and a 75% chance of remaining a poor reader at the end of grade 12” (Denton, 2004, para 1). If you are looking at a 100 word text (fit for a first, second, or third grader) and give a particular student one min to read, on average a first grader should read 60 words per minute (WPM), a second grader should read 90 WPM, and a third grader should read 115 WPM (Partnership for reading, 2013). 2

3. Intervention groups are groups that focus on a particular skill. This skill is taught more frequently and to a less number of students (Hansen, Hausheer, Doumas, 2011). 3

4. Variables 21 first grade students, seven certified teachers -seven students cannot decode, two students are receiving special services Reading Intervention groups designed to focus on specific reading skills 4

5. 5 Research Questions What are the students past and present experiences with decoding? What is the student’s fluency rate? Does the student have parent support?

6. 6 Intervention/Innovation First grade students are divided among specific reading intervention groups based on previous reading experience or assessment and will practice strategies to learn decoding, nonsense and real word fluency, reading comprehension, retell of a story, and reading sight words. The student will stay in a placement for two to four weeks and rotate throughout groups during first grade school year.

7. Group Membership Each certified teacher is responsible for providing a safe and nurturing environment for the learner complete with enrichment. Each learner is responsible for performing to the best of his/her ability each day. 7

8. Negotiations Time management certainly is a factor as intervention groups will overlap with other subjects. Permission and communication are a must from your administrator about your groups. 8

9. 9 Ethics The possibility of a child needing special services or teaching to a student that receives services, it is important that intervention groups are taught to all types of learners, not just special needs children (Denton, 2004).

10. Statement of Resources -certified teachers -21 first graders activities containing decoding, fluency, comprehension, and retelling skills This intervention calls for excited and committed teachers and learners! 10

11. Data Collection I will look over students’ kindergarten records to see past experience with decoding. I will also interview kindergarten teacher to get a different perspective. I will analyze beginning reading benchmark report to see what type of fluency rate is present and I will interact with the student during group time. I will check reading homework for parent signature for parent support. 11

12. 12 Intervention is what it takes to be a successful reader!!!!!

13. References 13 Denton, C. (2004). Reading First and Response To Intervention. Retrieved from: http://www.google.com/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=7&ved=http://www.google.com/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=7&ved 0CGAQFjAG&url=http%3A%2F%2Fwww.eed.state.ak.us%2Ftls%2Freadingfirst%2Fpdf%2FRF Summit%2FAK%2520RTI%2520Keynote%2520web.pdf&ei=cVZgUvkahbT2BMPFgUA&usg= AFQjCNE2jz_XTf_mOdNm0haGTsK4GJgLag&sig2=0d1trHCGDIDhXpu6iDGG8A Mills, G. (2014). Action Research: A Guide for the Teacher Researcher, 5 th ed. Upper Saddle River, NJ: Pearson. Partnership for Reading. (2013). Questions About Fluency Instruction. Retrieved from: http://www.readingrockets.org/article/3417/

14. References cont. 14 Hurst, C. (2013).“Are Third Grade Reading Guarantees” the Solution to Low Reading Scores” http://www.readinghorizons.com/blog/post/2013/05/07/holding-back-third-graders-below-grade-level-in- reading.aspx Hansen, D. (2011). Improving Reading Fluency and Comprehension Among Elementary Students: Evaluation of a School Remedial Program. Retrieved from: http://ehis.ebscohost.com.proxy- library.ashford.edu/eds/detail?vid=7&sid=2eb2e175-5fb5-40ea- a7fe- 5ae3e657f73c%40sessionmgr14&hid=105&bdata=JnNpdGU9Z WRzLWxpdmU%3d#db=eric&AN=EJ933175