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The Relationship Between Text Topic Interest and Reading Performance

The effectiveness of reading interventions depend on numerous factors such as participants’ reading abilities, type of intervention, length of intervention, etc. An additional factor related to the effectiveness of reading interventions is text topic interest. This particular study examined whether text topic interest level influenced the readers’ performance on reading comprehension questions and their Oral Reading Fluency (ORF). Data was analyzed to determine whether high-interest passages and reading practice positively affected reading comprehension question performance and oral reading fluency. Results indicated an impact of text topic interest on reading performance for some participants but no clear impact of text topic interest on comprehension. Limitations and practical implications for future reading intervention implementation are discussed.

Abstract  

Sigrid  Splinter,  M.S.E.,  University  of  Wisconsin-­‐  Eau  Claire  

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An0Adapted0Great0Leaps0Reading0Interven8on’s0Influence0on0Le<er=Sound0Fluency0and0Oral0Reading0Fluency0

Early"interven.on"for"struggling"readers"is"essen.al"for"developing"fluency"and"more"complex"reading"skills."One"supplemental"reading"program"that"demonstrates"research"support"is"the"Great"Leaps"Reading"Program"(Mercer"&"Campbell,"1998)."The"Great"Leaps"KV2"Reading"Program"was"adapted"to"provide"targeted"interven.ons"to"four"par.cipants"in"a"1:1"seYng"during"15Vminute"sessions"twice"per"week"in"addi.on"to"the"students’"general"curriculum"and"Tier"2"interven.on."Results"suggest"the"students’"Le\erVSound"Fluency"(LSF)"skills"benefi\ed"from"this"modified"interven.on."Not"all"of"the"students"demonstrated"gains"in"Oral"Reading"Fluency"(ORF)."Implica.ons"for"prac.ce"and"future"research"are"discussed."

Abstract0

Jennifer"Birkhofer,"M.S.E.,"University"of"Wisconsin"V"Eau"Claire"Melissa"CoolongVChaffin,"Ph.D.,"NCSP,"University"of"Wisconsin"V"Eau"Claire"

Introduc8on0

Par8cipant0Demographics"

•  4"par.cipants"(2"female,"2"male)*"•  1st"graders"struggling"with"reading**"•  A\ended"a"public"elementary"school"in"the"Midwest""•  George"and"Brandon"par.cipated"in"a"behavior"group***"•  Erin"demonstrated"a\en.on"difficul.es***"

"

*All"received"Title"I"small"group"interven.on,"LLI"Green"for"30"minutes"5x"per"week"in"addi.on"to"Good"Habits"Great"Readers"curriculum,"un.l"interven.on"change"on"April"15th"or"May"16th;"then"Guided"Reading,"Decoding"and"comprehension"strategies,"Richardson"lesson"plan"in"Title"I"for"30"minutes"5x"per"week."

**Students"were"determined"to"have"difficulty"with"reading"by"teacher"report"and"AIMsweb"ORF"scores"below"the"25th"percen.le."

***Students’"names"have"been"changed"to"maintain"confiden.ality.""

Interven8on"

The"Great"Leaps"Reading"Program"(GL)"is"a"oneVonVone"interven.on"consis.ng"of"four"primary"ac.vi.es"aligned"with"most"of"the"Na.onal"Reading"Panel’s"(NRP)"recommenda.ons"for"teaching"reading."GL"was"developed"to"help"students"develop"reading"fluency,"while"specifically"targe.ng"developing"students’"phonological"awareness"(Sound"Awareness),"phonics"(Phonics),"and"oral"reading"fluency"(ORF)"(High"Frequency"Words"and"Stories)"through".med"prac.ce"with"immediate"correc.ve"feedback."GL’s"standard"procedure"recommends"one".ming"per"appropriatelyVmatched"skill"level"ac.vity"per"day,"but"suggests"interven.onists"modify"this"as"necessary"to"match"the"students’"and"interven.onists’"needs."GL"also"recommends"students"move"on"to"the"next"page"in"each"ac.vity"once"they"have"mastered"it"by"reading"an"en.re"page"with"few"or"zero"errors"in"one"minute"or"less.""

Procedure"

Reading"interven.on"sessions"were"conducted"at"the"students’"elementary"school"on"a"biVweekly"basis"from"November"to"April."The"interven.onists"worked"with"the"students"on"an"individual"basis"in"pullout"rooms"available"in"the"school."The"modified"GL"interven.ons"were"scheduled"in"the"akernoon"and"lasted"approximately"15"minutes."Prior"to"the"start"of"the"study,"the"par.cipants’"LSF"and"ORF"skills"were"assessed."Interven.on"placement"materials"suggested"the"students"begin"with"beginning"reading"skills."An"ABCA"singleVcase"design"was"u.lized.""

During"each"interven.on"session,"the"par.cipants"repeated"each"Great"Leaps"SA"ac.vity"twice,"followed"by"three"repe..ons"of"the"Ph"ac.vity."The"interven.onists"reviewed"reading"errors"with"the"students,"graphed"their"progress"inVbetween"repe..ons,"and"if"the"students"surpassed"their"previous"score"in"an"ac.vity"during"a"session,"they"earned"an"inexpensive"prize."When"students"mastered"a"page"with"zero"errors"in"less"than"a"minute,"they"would"move"on"to"the"next"page."The"students’"data"suggested"that"an"interven.on"change"was"warranted,"so"the"students"switched"to"three"repe..ons"of"HFW"and"St"with"staggered"start"dates.""

Measures0Aker"comple.ng"most"sessions,"le\erVsound"fluency"and"oral"reading"fluency"were"measured"with"AIMsweb"LSF"progressVmonitoring"probes"(e.g.,"the"number"of"le\er"sounds"correctly"iden.fied"in"one"minute)"and"1st"gradeVlevel"ORF"progressVmonitoring"probes"(e.g.,"the"number"of"words"read"correctly"in"one"minute)."Procedural"integrity"and"interVrater"reliability"were"evaluated"by"audio"recording"sessions"and"assessing"the"interven.onists’"adherence"to"the"interven.ons’"procedural"checklists"and"the"accuracy"of"the"progressVmonitoring"data"collec.on."""

Method0

Le\er"Sound"Fluency"(LSF)""

""""""""""""""

Oral"Reading"Fluency"(ORF)"""""""""""""""

There"are"four"ways"to"visually"analyze"single"case"design"data:"level,"trend,"variability,"and"immediacy"(RileyVTillman"&"Burns,"2009)."All"par.cipants"made"gains"in"LSF."Erin,"George"and"Brandon"all"exceeded"the"district’s"target"score"of"46"for"the"end"of"first"grade."Ashley’s"LSF"was"slightly"below"the"target"for"the"end"of"first"grade."Results"varied"by"par.cipant"for"ORF."George"was"the"only"par.cipant"who"met"the"school’s"end"of"the"year"ORF"target"of"53"words"read"correctly"per"minute,"however,"his"accuracy"was"s.ll"lower"than"desired."Brandon’s"trend"suggests"he"would"soon"reach"the"ORF"benchmark."Erin"and"Ashley"did"not"make"sufficient"gains"in"ORF."""

""""""Procedural"integrity:"•  Erin"V"95.9%"•  George"V"98.6%"•  Ashley"V"97.7%"•  Brandon"V"95.3%"

"

*Some"ORF"scores"acquired"by"school"personnel,"and"interrater"reliability"was"not"measured"for"these"scores."

Results0 Discussion0Although"the"par.cipants"made"gains"in"LSF,"they"did"not"all"make"sufficient"gains"in"ORF."This"suggests"that"the"reading"subskills"targeted"did"not"generalize"to"a"more"global"measure"of"reading"fluency"(ORF)."These"results"highlight"the"need"for"schools"to"match"the"interven.on"to"the"skills"deficits"and"desired"outcome,"to"monitor"students’"progress"frequently,"and"to"make"changes"in"the"interven.on"if"the"desired"results"are"not"achieved."The"findings"also"emphasize"the"importance"of"quality"core"instruc.on"since"not"all"of"the"students"made"sufficient"gains"in"ORF"while"receiving"instruc.on"in"the"core"curriculum,"par.cipa.ng"in"a"daily"Tier"2"interven.on,"and"with"the"addi.on"of"the"GL"interven.on."This"research"raises"the"ques.on:"would"implemen.ng"Great"Leaps"KV2,"HFW"and"Stories"earlier"than"the"prescribed"method"when"used"with"struggling"1st"and"2nd"graders"lead"to"greater"ORF"gains?"This"may"lead"to"the"development"of"improved"early"reading"interven.on"strategies.""

Limita8ons0The"students"received"addi.onal"interven.ons,"and"underwent"an"interven.on"change"during"the"middle"of"this"study."The"researcher"had"desired"to"use"a"mul.pleVbaseline"design"with"implemen.ng"highVfrequency"words"and"stories"sec.ons"of"GL,"however"the"study"ended"early,"thus"the"researchers"cannot"be"confident"that"interven.on"is"responsible"for"the"change,"since"experimental"control"was"not"achieved."This"is"oken"the"case"in"school"seYngs."Addi.onally,"there"were"a"limited"number"of"data"points"in"some"phases.""

This"study"u.lized"single"case"design,"so"generaliza.on"of"findings"to"a"greater"popula.on"is"limited."Prac..oners"may"use"this"informa.on"and"the"par.cipants’"characteris.cs"to"determine"if"this"is"an"interven.on"they"want"to"try"with"other"individual"students.

Acknowledgements0I"would"like"to"express"my"sincere"gra.tude"to"Dr."Melissa"CoolongVChaffin"for"all"her"guidance"and"support"with"this"project,"to"Dr."Michael"Axelrod"and"the"Human"Development"Center’s"Academic"Interven.on"Clinic"for"their"support,"to"the"interven.onists"for"their"work"with"the"students,"and"to"Kimberlee"Maczko,"M.S.E.,"for"her"assistance"with"measuring"procedural"integrity"and"interrater"reliability.""

Funding"for"the"interven.onists"came"from"the"Blugold"Commitment"and"funding"for"travel"expenses"was"provided"by"the"UWVEau"Claire"Founda.on"through"the"University"of"WisconsinVEau"Claire"Student"Travel"for"the"Presenta.on"of"Research"Results"Program.""

References0AIMSweb."(2010)."AIMSweb(Reading(Instruc4onal(&(Placement(Recommenda4on(Report.(Bloomington,"

MN:"Pearson"Educa.on,"Inc."Blachman,"B."A.,"Tangel,"D."M.,"Ball,"E."W.,"Black,"R.,"&"McGraw,"C."K."(1999)."Developing"phonological"

awareness"and"word"recogni.on"skills:"A"twoVyear"interven.on"with"lowVincome,"innerVcity"children."Reading(and(Wri4ng:(An(Interdisciplinary(Journal,(11(3),"239V273."

Daane,"M."C.,"Campbell,"J."R.,"Grigg,"W."S.,"Goodman,"M."J.,"&"Oranje,"A."(2005)."FourthDgrade(students(reading(aloud:(NAEP(2002(special(study(of(oral(reading((U.S."Department"of"Educa.on,"Na.onal"

Center"for"Educa.on"Sta.s.cs)."Washington,"DC:"Government"Prin.ng"Office."Great"Leaps"Reading"and"Math"Fluency"Programs:"Reading"Programs."Retrieved"from"h\p://

www.greatleaps.com/index.php?main_page=index&cPath=1."Mercer,"C."D.,"&"Campbell,"K."U."(1998)."Great(Leaps(Reading(Program:(Grades(KD2."Diarmuid,"Inc.:"

Gainesville,"FL."Na.onal"Center"for"Educa.on"Sta.s.cs."(2011)."The(Na4on’s(Report(Card:(Reading(2011.(Ins.tute"of"

Educa.on"Sciences."Na.onal"Ins.tute"of"Child"Health"and"Human"Development."(2000)."Report(of(the(Na4onal(Reading(Panel:(

Teaching(children(to(read:(An(evidence(based(assessment(of(the(scien4fic(research(literature(on(reading(and(its(implica4ons(for(reading(instruc4on:(Reports(of(the(subgroups.((NIH"Publica.on"No."00V4754)."Washington,"DC:"U.S."Government"Prin.ng"Office."

RileyVTillman,"T."C.,"&"Burns,"M."K."(2009)."Evalua4ng(Educa4onal(Interven4ons:(SingleDCase(Design(for(

Measuring(Response(to(Interven4on."New"York,"NY:"The"Guilford"Press."

Reading"is"a"fundamental"lifelong"skill."Reading"fluency"is"defined"as"how"quickly"and"accurately"an"individual"can"read"with"proper"expression"(Na.onal"Ins.tute"of"Child"Health"and"Human"Development,"2000)."Students"whose"reading"fluency"skills"fall"behind"their"peers’"in"early"grades"require"interven.on"in"order"to"prevent"a"larger"gap"in"skills"from"forming."By"4th"grade,"40"percent"of"students"in"the"United"States"are"nonfluent"readers"(Daane,"Campbell,"Grigg,"Goodman,"&"Oranje,"2005)."In"addi.on,"67"percent"of"4th"graders"in"the"United"States"cannot"successfully"read"gradeVlevel"texts"(Na.onal"Center"for"Educa.on"Sta.s.cs,"2011)."In"order"to"decrease"the"unacceptably"high"percentage"of"poor"readers"in"the"United"States,"effec.ve"early"reading"fluency"interven.on"programs"must"be"implemented"in"schools"across"the"na.on."Early"interven.on"for"struggling"readers"is"the"best"chance"they"have"in"order"to"achieve"fluency."Blachman,"Tangel,"Ball,"Black,"and"McGraw"(1999)"found"that"Kindergarten"children"who"received"a"combina.on"of"phonemic"awareness,"le\erVnaming,"and"le\erVsound"training"outperformed"their"peers"(control"group)"in"reading"phone.cally"regular"words,"reading"pseudowords,"and"spelling"basic"words.""

Problem0

Schools"have"limited".me"for"interven.ons."Interven.ons"may"need"to"be"modified"to"work"with"schools’"schedules."Are"modified"interven.ons"s.ll"effec.ve?"

Research0Ques8on0"

Does"an"adapta.on"of"the"Great"Leaps"KV2"Reading"Program"increase"LSF"and"ORF"for"first"graders"struggling"with"reading?""""Hypothesis0"

It"was"predicted"that"introducing"the"supplemental"Great"Leaps"reading"interven.ons"Sound"Awareness"(SA)"and"Phonics"(Ph)"to"first"graders"who"struggled"with"reading"would"improve"their"le\erVsound"fluency"and"oral"reading"fluency"skills."It"was"also"predicted"that"introducing"High"Frequency"Words"(HFW)"and"Stories"(St)"would"lead"to"an"increase"in"ORF"as"students"gained"prac.ce"and"confidence"in"reading"connected"text."

Interrater"reliability:*"•  Erin"V"99.5%"•  George"V"97.6%"•  Ashley"V"98.8%"•  Brandon"V"99.6%"

Mary  Beth  Leibham,  Ph.D.,  University  of  Wisconsin-­‐  Eau  Claire  

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This PowerPoint 2007 template produces a 42�x60� professional poster. It will save you valuable time placing titles, subtitles, text, and graphics. Use it to create your presentation. Then send it to PosterPresentations.com for premium quality, same day affordable printing. We provide a series of online tutorials that will guide you through the poster design process and answer your poster production questions. View our online tutorials at: http://bit.ly/Poster_creation_help (copy and paste the link into your web browser). For assistance and to order your printed poster call PosterPresentations.com at 1.866.649.3004

Object Placeholders

Use the placeholders provided below to add new elements to your poster: Drag a placeholder onto the poster area, size it, and click it to edit. Section Header placeholder Use section headers to separate topics or concepts within your presentation. Text placeholder Move this preformatted text placeholder to the poster to add a new body of text. Picture placeholder Move this graphic placeholder onto your poster, size it first, and then click it to add a picture to the poster.

RESEARCH POSTER PRESENTATION DESIGN © 2011

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This PowerPoint template requires basic PowerPoint (version 2007 or newer) skills. Below is a list of commonly asked questions specific to this template. If you are using an older version of PowerPoint some template features may not work properly.

Using the template Verifying the quality of your graphics Go to the VIEW menu and click on ZOOM to set your preferred magnification. This template is at 50% the size of the final poster. All text and graphics will be printed at 200% their size. To see what your poster will look like when printed, set the zoom to 200% and evaluate the quality of all your graphics before you submit your poster for printing. Using the placeholders To add text to this template click inside a placeholder and type in or paste your text. To move a placeholder, click on it once (to select it), place your cursor on its frame and your cursor will change to this symbol: Then, click once and drag it to its new location where you can resize it as needed. Additional placeholders can be found on the left side of this template. Modifying the layout This template has four different column layouts. Right-click your mouse on the background and click on �Layout� to see the layout options. The columns in the provided layouts are fixed and cannot be moved but advanced users can modify any layout by going to VIEW and then SLIDE MASTER. Importing text and graphics from external sources TEXT: Paste or type your text into a pre-existing placeholder or drag in a new placeholder from the left side of the template. Move it anywhere as needed. PHOTOS: Drag in a picture placeholder, size it first, click in it and insert a photo from the menu. TABLES: You can copy and paste a table from an external document onto this poster template. To make the text fit better in the cells of an imported table, right-click on the table, click FORMAT SHAPE then click on TEXT BOX and change the INTERNAL MARGIN values to 0.25 Modifying the color scheme To change the color scheme of this template go to the �Design� menu and click on �Colors�. You can choose from the provide color combinations or you can create your own.

©"2011"PosterPresenta.ons.com"""""2117"Fourth"Street","Unit"C"""""Berkeley""CA""94710"""""posterpresenter@gmail.com0

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An0Adapted0Great0Leaps0Reading0Interven8on’s0Influence0on0Le<er=Sound0Fluency0and0Oral0Reading0Fluency0

Early"interven.on"for"struggling"readers"is"essen.al"for"developing"fluency"and"more"complex"reading"skills."One"supplemental"reading"program"that"demonstrates"research"support"is"the"Great"Leaps"Reading"Program"(Mercer"&"Campbell,"1998)."The"Great"Leaps"KV2"Reading"Program"was"adapted"to"provide"targeted"interven.ons"to"four"par.cipants"in"a"1:1"seYng"during"15Vminute"sessions"twice"per"week"in"addi.on"to"the"students’"general"curriculum"and"Tier"2"interven.on."Results"suggest"the"students’"Le\erVSound"Fluency"(LSF)"skills"benefi\ed"from"this"modified"interven.on."Not"all"of"the"students"demonstrated"gains"in"Oral"Reading"Fluency"(ORF)."Implica.ons"for"prac.ce"and"future"research"are"discussed."

Abstract0

Jennifer"Birkhofer,"M.S.E.,"University"of"Wisconsin"V"Eau"Claire"Melissa"CoolongVChaffin,"Ph.D.,"NCSP,"University"of"Wisconsin"V"Eau"Claire"

Introduc8on0

Par8cipant0Demographics"

•  4"par.cipants"(2"female,"2"male)*"•  1st"graders"struggling"with"reading**"•  A\ended"a"public"elementary"school"in"the"Midwest""•  George"and"Brandon"par.cipated"in"a"behavior"group***"•  Erin"demonstrated"a\en.on"difficul.es***"

"

*All"received"Title"I"small"group"interven.on,"LLI"Green"for"30"minutes"5x"per"week"in"addi.on"to"Good"Habits"Great"Readers"curriculum,"un.l"interven.on"change"on"April"15th"or"May"16th;"then"Guided"Reading,"Decoding"and"comprehension"strategies,"Richardson"lesson"plan"in"Title"I"for"30"minutes"5x"per"week."

**Students"were"determined"to"have"difficulty"with"reading"by"teacher"report"and"AIMsweb"ORF"scores"below"the"25th"percen.le."

***Students’"names"have"been"changed"to"maintain"confiden.ality.""

Interven8on"

The"Great"Leaps"Reading"Program"(GL)"is"a"oneVonVone"interven.on"consis.ng"of"four"primary"ac.vi.es"aligned"with"most"of"the"Na.onal"Reading"Panel’s"(NRP)"recommenda.ons"for"teaching"reading."GL"was"developed"to"help"students"develop"reading"fluency,"while"specifically"targe.ng"developing"students’"phonological"awareness"(Sound"Awareness),"phonics"(Phonics),"and"oral"reading"fluency"(ORF)"(High"Frequency"Words"and"Stories)"through".med"prac.ce"with"immediate"correc.ve"feedback."GL’s"standard"procedure"recommends"one".ming"per"appropriatelyVmatched"skill"level"ac.vity"per"day,"but"suggests"interven.onists"modify"this"as"necessary"to"match"the"students’"and"interven.onists’"needs."GL"also"recommends"students"move"on"to"the"next"page"in"each"ac.vity"once"they"have"mastered"it"by"reading"an"en.re"page"with"few"or"zero"errors"in"one"minute"or"less.""

Procedure"

Reading"interven.on"sessions"were"conducted"at"the"students’"elementary"school"on"a"biVweekly"basis"from"November"to"April."The"interven.onists"worked"with"the"students"on"an"individual"basis"in"pullout"rooms"available"in"the"school."The"modified"GL"interven.ons"were"scheduled"in"the"akernoon"and"lasted"approximately"15"minutes."Prior"to"the"start"of"the"study,"the"par.cipants’"LSF"and"ORF"skills"were"assessed."Interven.on"placement"materials"suggested"the"students"begin"with"beginning"reading"skills."An"ABCA"singleVcase"design"was"u.lized.""

During"each"interven.on"session,"the"par.cipants"repeated"each"Great"Leaps"SA"ac.vity"twice,"followed"by"three"repe..ons"of"the"Ph"ac.vity."The"interven.onists"reviewed"reading"errors"with"the"students,"graphed"their"progress"inVbetween"repe..ons,"and"if"the"students"surpassed"their"previous"score"in"an"ac.vity"during"a"session,"they"earned"an"inexpensive"prize."When"students"mastered"a"page"with"zero"errors"in"less"than"a"minute,"they"would"move"on"to"the"next"page."The"students’"data"suggested"that"an"interven.on"change"was"warranted,"so"the"students"switched"to"three"repe..ons"of"HFW"and"St"with"staggered"start"dates.""

Measures0Aker"comple.ng"most"sessions,"le\erVsound"fluency"and"oral"reading"fluency"were"measured"with"AIMsweb"LSF"progressVmonitoring"probes"(e.g.,"the"number"of"le\er"sounds"correctly"iden.fied"in"one"minute)"and"1st"gradeVlevel"ORF"progressVmonitoring"probes"(e.g.,"the"number"of"words"read"correctly"in"one"minute)."Procedural"integrity"and"interVrater"reliability"were"evaluated"by"audio"recording"sessions"and"assessing"the"interven.onists’"adherence"to"the"interven.ons’"procedural"checklists"and"the"accuracy"of"the"progressVmonitoring"data"collec.on."""

Method0

Le\er"Sound"Fluency"(LSF)""

""""""""""""""

Oral"Reading"Fluency"(ORF)"""""""""""""""

There"are"four"ways"to"visually"analyze"single"case"design"data:"level,"trend,"variability,"and"immediacy"(RileyVTillman"&"Burns,"2009)."All"par.cipants"made"gains"in"LSF."Erin,"George"and"Brandon"all"exceeded"the"district’s"target"score"of"46"for"the"end"of"first"grade."Ashley’s"LSF"was"slightly"below"the"target"for"the"end"of"first"grade."Results"varied"by"par.cipant"for"ORF."George"was"the"only"par.cipant"who"met"the"school’s"end"of"the"year"ORF"target"of"53"words"read"correctly"per"minute,"however,"his"accuracy"was"s.ll"lower"than"desired."Brandon’s"trend"suggests"he"would"soon"reach"the"ORF"benchmark."Erin"and"Ashley"did"not"make"sufficient"gains"in"ORF."""

""""""Procedural"integrity:"•  Erin"V"95.9%"•  George"V"98.6%"•  Ashley"V"97.7%"•  Brandon"V"95.3%"

"

*Some"ORF"scores"acquired"by"school"personnel,"and"interrater"reliability"was"not"measured"for"these"scores."

Results0 Discussion0Although"the"par.cipants"made"gains"in"LSF,"they"did"not"all"make"sufficient"gains"in"ORF."This"suggests"that"the"reading"subskills"targeted"did"not"generalize"to"a"more"global"measure"of"reading"fluency"(ORF)."These"results"highlight"the"need"for"schools"to"match"the"interven.on"to"the"skills"deficits"and"desired"outcome,"to"monitor"students’"progress"frequently,"and"to"make"changes"in"the"interven.on"if"the"desired"results"are"not"achieved."The"findings"also"emphasize"the"importance"of"quality"core"instruc.on"since"not"all"of"the"students"made"sufficient"gains"in"ORF"while"receiving"instruc.on"in"the"core"curriculum,"par.cipa.ng"in"a"daily"Tier"2"interven.on,"and"with"the"addi.on"of"the"GL"interven.on."This"research"raises"the"ques.on:"would"implemen.ng"Great"Leaps"KV2,"HFW"and"Stories"earlier"than"the"prescribed"method"when"used"with"struggling"1st"and"2nd"graders"lead"to"greater"ORF"gains?"This"may"lead"to"the"development"of"improved"early"reading"interven.on"strategies.""

Limita8ons0The"students"received"addi.onal"interven.ons,"and"underwent"an"interven.on"change"during"the"middle"of"this"study."The"researcher"had"desired"to"use"a"mul.pleVbaseline"design"with"implemen.ng"highVfrequency"words"and"stories"sec.ons"of"GL,"however"the"study"ended"early,"thus"the"researchers"cannot"be"confident"that"interven.on"is"responsible"for"the"change,"since"experimental"control"was"not"achieved."This"is"oken"the"case"in"school"seYngs."Addi.onally,"there"were"a"limited"number"of"data"points"in"some"phases.""

This"study"u.lized"single"case"design,"so"generaliza.on"of"findings"to"a"greater"popula.on"is"limited."Prac..oners"may"use"this"informa.on"and"the"par.cipants’"characteris.cs"to"determine"if"this"is"an"interven.on"they"want"to"try"with"other"individual"students.

Acknowledgements0I"would"like"to"express"my"sincere"gra.tude"to"Dr."Melissa"CoolongVChaffin"for"all"her"guidance"and"support"with"this"project,"to"Dr."Michael"Axelrod"and"the"Human"Development"Center’s"Academic"Interven.on"Clinic"for"their"support,"to"the"interven.onists"for"their"work"with"the"students,"and"to"Kimberlee"Maczko,"M.S.E.,"for"her"assistance"with"measuring"procedural"integrity"and"interrater"reliability.""

Funding"for"the"interven.onists"came"from"the"Blugold"Commitment"and"funding"for"travel"expenses"was"provided"by"the"UWVEau"Claire"Founda.on"through"the"University"of"WisconsinVEau"Claire"Student"Travel"for"the"Presenta.on"of"Research"Results"Program.""

References0AIMSweb."(2010)."AIMSweb(Reading(Instruc4onal(&(Placement(Recommenda4on(Report.(Bloomington,"

MN:"Pearson"Educa.on,"Inc."Blachman,"B."A.,"Tangel,"D."M.,"Ball,"E."W.,"Black,"R.,"&"McGraw,"C."K."(1999)."Developing"phonological"

awareness"and"word"recogni.on"skills:"A"twoVyear"interven.on"with"lowVincome,"innerVcity"children."Reading(and(Wri4ng:(An(Interdisciplinary(Journal,(11(3),"239V273."

Daane,"M."C.,"Campbell,"J."R.,"Grigg,"W."S.,"Goodman,"M."J.,"&"Oranje,"A."(2005)."FourthDgrade(students(reading(aloud:(NAEP(2002(special(study(of(oral(reading((U.S."Department"of"Educa.on,"Na.onal"

Center"for"Educa.on"Sta.s.cs)."Washington,"DC:"Government"Prin.ng"Office."Great"Leaps"Reading"and"Math"Fluency"Programs:"Reading"Programs."Retrieved"from"h\p://

www.greatleaps.com/index.php?main_page=index&cPath=1."Mercer,"C."D.,"&"Campbell,"K."U."(1998)."Great(Leaps(Reading(Program:(Grades(KD2."Diarmuid,"Inc.:"

Gainesville,"FL."Na.onal"Center"for"Educa.on"Sta.s.cs."(2011)."The(Na4on’s(Report(Card:(Reading(2011.(Ins.tute"of"

Educa.on"Sciences."Na.onal"Ins.tute"of"Child"Health"and"Human"Development."(2000)."Report(of(the(Na4onal(Reading(Panel:(

Teaching(children(to(read:(An(evidence(based(assessment(of(the(scien4fic(research(literature(on(reading(and(its(implica4ons(for(reading(instruc4on:(Reports(of(the(subgroups.((NIH"Publica.on"No."00V4754)."Washington,"DC:"U.S."Government"Prin.ng"Office."

RileyVTillman,"T."C.,"&"Burns,"M."K."(2009)."Evalua4ng(Educa4onal(Interven4ons:(SingleDCase(Design(for(

Measuring(Response(to(Interven4on."New"York,"NY:"The"Guilford"Press."

Reading"is"a"fundamental"lifelong"skill."Reading"fluency"is"defined"as"how"quickly"and"accurately"an"individual"can"read"with"proper"expression"(Na.onal"Ins.tute"of"Child"Health"and"Human"Development,"2000)."Students"whose"reading"fluency"skills"fall"behind"their"peers’"in"early"grades"require"interven.on"in"order"to"prevent"a"larger"gap"in"skills"from"forming."By"4th"grade,"40"percent"of"students"in"the"United"States"are"nonfluent"readers"(Daane,"Campbell,"Grigg,"Goodman,"&"Oranje,"2005)."In"addi.on,"67"percent"of"4th"graders"in"the"United"States"cannot"successfully"read"gradeVlevel"texts"(Na.onal"Center"for"Educa.on"Sta.s.cs,"2011)."In"order"to"decrease"the"unacceptably"high"percentage"of"poor"readers"in"the"United"States,"effec.ve"early"reading"fluency"interven.on"programs"must"be"implemented"in"schools"across"the"na.on."Early"interven.on"for"struggling"readers"is"the"best"chance"they"have"in"order"to"achieve"fluency."Blachman,"Tangel,"Ball,"Black,"and"McGraw"(1999)"found"that"Kindergarten"children"who"received"a"combina.on"of"phonemic"awareness,"le\erVnaming,"and"le\erVsound"training"outperformed"their"peers"(control"group)"in"reading"phone.cally"regular"words,"reading"pseudowords,"and"spelling"basic"words.""

Problem0

Schools"have"limited".me"for"interven.ons."Interven.ons"may"need"to"be"modified"to"work"with"schools’"schedules."Are"modified"interven.ons"s.ll"effec.ve?"

Research0Ques8on0"

Does"an"adapta.on"of"the"Great"Leaps"KV2"Reading"Program"increase"LSF"and"ORF"for"first"graders"struggling"with"reading?""""Hypothesis0"

It"was"predicted"that"introducing"the"supplemental"Great"Leaps"reading"interven.ons"Sound"Awareness"(SA)"and"Phonics"(Ph)"to"first"graders"who"struggled"with"reading"would"improve"their"le\erVsound"fluency"and"oral"reading"fluency"skills."It"was"also"predicted"that"introducing"High"Frequency"Words"(HFW)"and"Stories"(St)"would"lead"to"an"increase"in"ORF"as"students"gained"prac.ce"and"confidence"in"reading"connected"text."

Interrater"reliability:*"•  Erin"V"99.5%"•  George"V"97.6%"•  Ashley"V"98.8%"•  Brandon"V"99.6%"

Introduc6on  

Participants • Four participants (three females, one male) • Three 5th graders, one 6th grader • Recruited from a summer program at an Academic Intervention Center at a regional state university in the Midwest. • Attended local public elementary schools • Melany* is a 5th grade girl who was reading at a 4th grade instructional level • Chris* is a 5th grade boy who was reading at a 5th grade instructional reading level • Payton* is a 5th grade girl who is reading at a 5th grade instructional level • Margaret* is a 6th grade girl who was reading at a 4th grade instructional level *Students’ names have been changed to protect confidentiality.

Intervention Two simple interventions - Listening Passage Preview (LPP) and Repeated Reading (RR) - were used in order to help build participants’ fluency comprehension skills. The interventionist read a passage out loud while the student followed along. Then, the student read the same passage out loud on their own (LPP). Errors were corrected using a standard procedure. This process was repeated two more times (RR). These intervention techniques were used within a comprehensive reading intervention program targeting decoding, fluency, vocabulary, background knowledge, and comprehension for the remainder of the program. Materials and Measures This program was an adaptation of the Read Naturally intervention. Read Naturally is comprised of short, nonfiction passages focusing on topics in science and social studies. Each passage has a picture illustrating the topic as well as key vocabulary words and comprehension questions at the end. Oral reading fluency is the speed and accuracy with which a person can read. It was measured by the correct words read in one minute for each passage. The participants’ reading comprehension was indicated by the percentage of comprehension questions the student answered correctly after each passage. It should be noted that there is no information on the reliability or validity of the outcome measures as they are part of the instructional package of Read Naturally and not true CBMs. Procedure Prior to the study, text topics were presented and participants were asked to rate each topic using a visual scale (1 = very interesting, 4 = not at all interesting). The study employed a multiple baseline design, in which participants were presented with low-interest text topics first in varied quantities before they switched to high-interest text topics. The intervention was implemented every weekday over approximately four weeks. In each session, interventionists reviewed the vocabulary for the passage with the child before they began reading and asked the student to make a prediction about the passage in some cases. Then the students read the passage for one minute and the interventionist calculated words read correct and errors. This “cold score” was recorded on a graph for the student to see. Next Listening Passage Preview and Repeated Reading were applied to the passage. The student then read the passage aloud one more time while the interventionist recorded words read correct and errors for a “hot score”. The hot score was graphed so that the student could see his or her growth on the passage. Students then answered brief comprehension questions about the passage.

Method  

Oral Reading Fluency

Results   Discussion  For Melany, text topic interest appeared to have a positive impact on her reading performance with regard to Oral Reading Fluency as evidenced by the changes in the trend and level of her scores. Chris’s ORF was also positively impacted by the change in text topic interest according to visual analysis of the data. For both Payton and Margaret, text topic interest did not impact reading performance in either of the reading measures. All participants experienced a significant difference between their ‘cold read’ scores and their ‘hot read’ scores in each session, which suggests that the intervention was working well to improve their Oral Reading Fluency on each passage. Practical implications for school personnel are that text topic interest may improve reading performance for some students and that the intervention used in this study works to improve students’ ORF. Limitations There are a few limitations to consider in this study. First, the change in ORF from baseline to the intervention phase for Melany and Chris may have been affected by factors other than text topic interest, such as the practice effect. Second, individual interest of the participants was not measured and it may have impacted their performance on certain passages. Third, the psychometric properties of the visual scale for interest that was used to measure situational interest are not known. Fourth, this study used single-case design, which makes generalization to the general public more difficult. Finally, since the outcome measures, ORF and comprehension questions, are part of the Read Naturally instructional package and are not true CBMs, there is no information on their reliability or validity. All of these limitations should be considered when examining results and conducting future research.

Acknowledgements  I would like to express my thanks and appreciation to Dr. Mary Beth Leibham for her support and feedback on this project, especially in the area of interest. I would also like to express gratitude to Dr. Melissa Coolong-Chaffin for her help and support with regard to single-subject design methodology. Finally, thanks to the undergraduate interventionists for their help with fidelity checks and to those working in the Human Development Center who organized the summer reading program.

References  

Ainley, M., Hillman, K., & Hidi, S. (2002). Gender and interest processes in response to literary texts: Situational and individual interest. Learning and Instruction, 12(4), 411-428. Asher, S. R., Hymel, S., & Wigfield, A. (1978). Influence of topic interest on children's reading comprehension. Journal of Reading Behavior, 10(1), 35-47. Bray, G., & Barron, S. (2003). Assessing reading comprehension: The effects of text-based interest, gender, and ability. Educational Assessment, 9(3-4), 107-128. Clinton, V., & van den Broek, P. (2012). Interest, inferences, and learning from texts. Learning And Individual Differences, 22(6), 650-663. Guthrie, J. T., Wigfield, A., Humenick, N. M., Perencevich, K. C., Taboada, A., & Barbosa, P. (2006). Influences of stimulating tasks on reading motivation and comprehension. The Journal Of Educational Research, 99(4), 232-245. Guzel-Ozmen, R. (2011). Evaluating the effectiveness of combined reading interventions on improving oral reading fluency of students with reading disabilities. Electronic Journal of Research in Educational Psychology, 9(3), 1063-1086. Lin, L., Zabrucky, K., & Moore, D. (1997). The relations among interest, self-assessed comprehension, and comprehension performance in young adults. Reading Research And Instruction, 36(2), 127-139. Malmgren, K., Edgar, E., & Neel, R. S. (1998). Post-school status of youths with behavioral disorders. Behavioral Disorders 23, 257–263. National Center for Education Statistics (2011). The Nation's Report Card: Reading 2011  (NCES 2012–457). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education, Washington, D.C. Oakhill, J. V., & Petrides, A. (2007). Sex differences in the effects of interest on boys' and girls' reading comprehension. British Journal of Psychology, 98(2), 223-235.

Reading is a fundamental skill that underlies academic success and is essential for people to thrive in their day-to-day life. Literacy skills are required in nearly every academic subject and are essential for daily activities such as grocery shopping, using computers, reading road signs, and searching for jobs. Despite the importance of this skill, a recent National Assessment Education Progress Report reported that 33% of 4th grade students and 24% of 8th grade students are reading below grade levels (National Center for Education Statistics, 2011). Reading skill deficits likely contribute to adverse outcomes for students such as grade retention, dropout, and poor academic achievement (Malmgren, Edgar, & Neel, 1998). With that in mind, it is important to highlight that early opportunities for success in reading and early reading interventions to remediate these deficits and facilitate success are crucial. Among the variables that can contribute to the success of reading interventions is text topic interest. Previous studies have indicated links between reading, interest, and reading performance. Ainley, Hillman, and Hidi (2002) found that the content of the text titles of passages, including the character in the title, contributed to participants’ interest levels. Guthrie, Wigfield, and Humenick (2006) found that presenting a stimulating task to go along with a related book will increase situational interest in the reading material and consequently, will increase students’ comprehension. Additional studies found that higher levels of topic interest were positively related to reading comprehension in both child and adult participants (Asher, Hymel & Wigfield, 1978; Bray & Barron, 2003; Oakhill & Petrides, 2007; Lin & Zabrucky, 1997). Similarly, Clinton and van den Broek (2012) found that text topic interest was related to inference generation and recall. Finally, Lin and Zubrucky (1997) discovered that the more interest the participant had in a text topic, the more confident they reported they were in their knowledge about the topic and their ability to answer inference questions about it. Clearly, interest plays an important role in reading and its role in reading interventions should be further examined. Problem Given the importance of reading interventions for students who have reading deficits, it is important to evaluate the variables that are associated with the effectiveness of these interventions. Research Question Is there an impact of text topic interest level on reading comprehension and Oral Reading Fluency in the context of a reading intervention? Hypothesis Text topic interest is related to performance on reading comprehension questions presented after a passage and participants’ reading speed and accuracy (Oral Reading Fluency). More specifically, it was predicted that a high level of text topic interest in a passage would result in a higher percentage of comprehension questions answered correctly and a higher Oral Reading Fluency score.

Reading Comprehension Questions

Visual analysis of the results indicated the trend, level, variability, and immediacy of the data for each participant. Melany exhibited a steep downward trend in the baseline condition of the ORF hot read measure with a mean of 122 and a median of 129 (range = 99-139). The trend immediately increases and evens out in the intervention phase with a mean of 133 and median of 131 (range = 111-156). Chris exhibited a similar trend in the baseline phase and the intervention phase. However, there was an immediate increase in level from his baseline phase with a mean of 146 and a median of 148 (range = 129-168) to his intervention phase with a mean of 173 and a median of 173 (range = 147-189). Payton exhibited a consistent trend and level in the baseline and intervention phases with a mean of 112 in baseline (median = 112, range = 106-132) and a mean of 116 (median = 121, range = 102-132) in the intervention phase. Margaret also exhibited consistent performance across phases. Her mean in baseline was 129.9 (median = 133.5, range = 117-141) and her mean in the intervention phase was 130.8 (median = 132.5, range = 122-142). It is important to note that Chris and Margaret may have maxed out their skills in ORF because there are limits to how fast students can read at a given age. There was no clear effect of text topic interest on the percentage of correctly answered comprehension questions for any of the participants.