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1. Intervention:
1. Intervention
1. Readability analysis for Framed!
Three 100 word Excerpts for Framed!
The three 100 word excerpts from Framed! shown below were selected for their positions within the book representative of the early-middle, late-middle and end of the story. Normally, three 100 words are chosen at random from the text but for verifiability purposes (text appears below images for ease of checking calculations), the first 100 words of Chapters 11, 20 and 28 were selected as representative examples and analyzed for readability:
First 100 Word Excerpt from Ch. 11.
The Admiral p.108 (36% of pp.298)
I used to think the principal’s office was intimidating.
Then I got called to the office of the director of the FBI and developed a whole new understanding of the word.
The reception area had dark paneling, antique furniture, and three massive paintings on the wall. The names beneath the paintings formed the motto of the FBI. There was Fidelity, featuring an eagle soaring over the Grand Canyon; Bravery, which showed a Civil War battle scene; and Integrity, with George Washington taking the oath of office.
This was the room where Mom, Dad, Margaret, and her parents sat waiting under…
Second 100 Word Excerpt from Ch 20.
The Underground p.204 (68% of pp.298)
My parents and I spent the next half hour learning all about Nicolae Nevrescu from Rivers and his fellow agent Martin Kellogg.
“Marty’s really our expert on him,” Rivers explained. “So I want him to tell you the basics.”
Kellogg was about ten years older, and unlike the always-sharp Rivers, he was somewhat wrinkled and unkempt. He’d spent years sitting in the backs of surveillance vans tracking criminals and was a little worse for the wear.
“Although he’s the son of a prominent Romanian mobster, the plan seems to have been to keep Nic out of the family business,” he...
Third 100 Word Excerpt from Ch. 28.
The Calvary Arrives p.280 (94% of pp.298)
The FBI was coming to rescue me, Nevrescu’s henchmen were scrambling to get away from the barn, chaos was everywhere, but I didn’t hear a thing. I was so focused on Nevrescu’s tattoo and the realization that he was Margaret’s birth father.
“You weren’t at the soccer game to see me,” I said. “You were there to see her.”
“She was amazing in that game, wasn’t she?” he said.
“She’s amazing in everything she does,” I told him.
I ran through the timeline in my head. “And when we were at the embassy, I wasn’t the one you recognized if…”
100 Word Excerpt from CHAPTER 11. The Admiral (p.108)
I used to think the principal’s office was intimidating [16 syllables].
Then I got called to the office of the director of the FBI and developed a whole new understanding of the word [+32 syllables].
The reception area had dark paneling, antique furniture, and three massive paintings on the wall [+26 syllables]. The names beneath the paintings formed the motto of the FBI [+16 syllables]. There was Fidelity, featuring an eagle soaring over the Grand Canyon; Bravery, which showed a Civil War battle scene; and Integrity, with George Washington taking the oath of office [+49 syllables].
This was the room where Mom, Dad, Margaret, and her parents sat waiting under… [+19 syllables]
= 154 Syllables Total/100 words
5.4 sentences with 154 Syllables/100 words
100 Word Excerpt from CHAPTER 20. The Underground (p.204)
My parents and I spent the next half hour learning all about Nicolae Nevrescu from Rivers and his fellow agent Martin Kellogg [35 syllables].
“Marty’s really our expert on him,” Rivers explained. [+13 syllables] “So I want him to tell you the basics. [+10 syllables]”
Kellogg was about ten years older, and unlike the always-sharp Rivers, he was somewhat wrinkled and unkempt [+27 syllables]. He’d spent years sitting in the backs of surveillance vans tracking criminals and was a little worse for the wear [+27 syllables].
“Although he’s the son of a prominent Romanian mobster, the plan seems to have been to keep Nic out of the family business,” he... [+34 syllables]
= 146 Syllables Total/100 words
5.7 sentences with 146 Syllables/100 words
100 Word Excerpt from CHAPTER 28. The Calvary Arrives (p.280)
The FBI was coming to rescue me, Nevrescu’s henchmen were scrambling to get away from the barn, chaos was everywhere, but I didn’t hear a thing [38 syllables]. I was so focused on Nevrescu’s tattoo and the realization that he was Margaret’s birth father [+26 syllables].
“You weren’t at the soccer game to see me,” I said [+17 syllables]. “You were there to see her [+6 syllables].”
“She was amazing in that game, wasn’t she?” he said [+13 syllables].
“She’s amazing in everything she does,” I told him [+13 syllables].
I ran through the timeline in my head [+9 syllables]. “And when we were at the embassy, I wasn’t the one you recognized, it...” [+19 syllables]
= 141 Syllables Total/100 words
7.8 sentences with 141 Syllables/100 words
Framed! Readability level as identified in the below calculation using Fry's Readability Guidelines:
Calculations for Readability Analysis
5.4 + 5.7 + 7.9 = 19 Sentences Total (3x100 Words)
19 ÷ 3 = 6.3 Average number of SENTENCES/100 words
154 + 146 + 141 = 441 Total Syllables (3x100 Words)
441 ÷ 3 = 147 Average number of SYLLABLES/100 Words
8th Grade Readability (as illustrated in the above graph based on Fry's Readability Guidelines)
1. Intervention
2. Reading stage according to Chall
This material would be appropriate for supporting the below client in reading Stage 3, labeled Reading for Learning the New (justification below)
"Framed!" is ideal for a student in Stage 3 of Chall's Stages of Reading. The text is rich in descriptive vocabulary, varied sentence structures, and complex text organization without requiring the reader to accommodate multiple viewpoints. Framed! does not feature the multiple viewpoints found in lengthier highschool grade level texts (e.g., A Tale of Two Cities, Brave New World, Frankenstein) yet immerses middle school students in complex concepts and detailed information about impressionist art as well as the inner workings of the FBI, modern day art theives and the Romanian mafia.
1. Intervention
3. Word Identification Approaches to support Alex
About Alex
Alex has been identified as a student in Chall's Stage 3 of reading, "Reading for Learning. Alex currently communicates effectively in everyday conversations but Alex's parents and teachers have noticed a growing frustration with school assignments requiring higher-order thinking skills. Despite having acquired basic reading skills, Alex struggles with expressing complex ideas, extracting information from complex texts and expressing thoughts coherently.
Along with comprehension of details, extracting key information, acquisition of grade-level vocabulary and sentence complexity are areas of concern. Alex can read at an appropriate fluency level for eighth grade but faces challenges when it comes to understanding and analyzing texts with intricate details or complex concepts. Alex also tends to struggle with organizing thoughts coherently, which impacts both written and oral expression.
Goal and Four Objectives Aligned
with CCSS.ELA-LITERACY.RI.8.2
or California Common Core RL.8.1
Standard: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Goal: By 5/12/2024, when provided with grade-level narrative text, Alex will a) accurately answer concrete and abstract comprehension questions related to the text and b) make an inference and support the inference using evidence from the text improving from 0% of opportunities, independently to 70% of opportunities, independently, as measured by a speech-language pathologist.
Objective 1: By 10/15/2023, when provided with grade-level narrative text, Alex will accurately answer at least 80% of concrete comprehension questions related to the text, in 70% of opportunities, independently, as measured by a speech-language pathologist.
Objective 2: By 12/12/2023, when provided with grade-level narrative text, Alex will accurately answer abstract comprehension questions related to the text in 70% of opportunities independently, as measured by a speech-language pathologist.
Objective 3: By 2/15/2024, when provided with grade-level narrative text, Alex will accurately answer abstract comprehension questions, make at least one inference and support the inference using evidence from the text in 70% of opportunities, independently, as measured by a speech-language pathologist.
Objective 4: By 5/12/2024, when provided with grade-level narrative text, Alex will accurately answer both concrete and abstract comprehension questions related to the text and make at least one inference, supporting the inference using evidence from the text in 70% of opportunities, independently, as measured by a speech-language pathologist.
Word Identification Approaches
Word Identification Approaches
Activity 1: Syllable Division
Once students have mastered closed syllables, older students may want to move on to two or three syllable words. Visually recognizing the orthographic patterns that allow them to determine where to divide these words will help in deciphering them.
Students are first taught to identify the vowel letters in a word that have a sound (avoiding confusion with a syllable that contains silent "e," as in "somehow"). The first pattern indicates that when there are two consonant letters between the sounded vowels, you divide between them, creating a closed initial syllable with a short vowel. When syllable division is first introduced, the second syllable is also closed, but after other syllable types have been introduced the same rule can be applied to words with any of the syllable types.
Word Identification Approaches
Word Identification Approaches
Activity 2: Morphological Structure
Application of phonic word attack strategies is heavily dependent on awareness of the structure of language at the level of phonology and is essential for identifying one- and two-syllable words. However, these strategies may not work as well for multisyllabic words (more than two syllables) because so many of the syllables are unstressed and do not lend themselves to analysis by syllable type. This is where awareness of the morphological structure of language can be helpful. As with phonic word attack strategies, many students intuit the relationships, but for struggling readers, the rules governing the morphological structures must be explicitly taught.
Morphological awareness involves the understanding that words are made up of prefixes, stems and suffixes in both their spoken and written form. Morphological instruction involves teaching the rules that govern the spelling of these morphemes and thus the pronunciation of the written words. One of the advantages to teaching word identification strategies is that there is a finite number of prefixes, stems and suffixes that recur in many words. These words parts all have meaning.
2. Assessment:
2. Assessment
1. Miscue Analysis
2. Assessment
2. Explain process/analysis
Miscue Analysis is a systematic tool utilized in the examination of reading strategies deployed by individuals. Originating from Goodman's framework in 1969, it delves into three cueing systems essential to the reading process: grapho/phonic, syntactic, and semantic. This method involves scrutinizing incorrect guesses or miscues made by readers, shedding light on their familiarity with content, the text's readability, and their overall reading experience. Rather than perceiving every deviation from the text as inherently negative, the analysis aims to uncover both the strengths and weaknesses in a reader's approach, offering valuable insights into their comprehension mechanisms.
Selecting an appropriate reading passage is a critical preliminary step. Optimal choices involve unknown passages aligned with the learner's course material. Readability analysis, mapping the text to the curriculum, and ensuring the learner's comfort with the level of difficulty are pivotal considerations. The provision of a limited selection of texts, carefully chosen to neither overwhelm nor restrict the learner's choices, enhances engagement. The utilization of a tape recorder is integral, facilitating the ability to rewind and reevaluate, ensuring accurate marking of the miscues. A quiet environment, a quality tape recorder, and enlarged copies of the text are other necessities for analysis.
The scoring system employed in miscue analysis encompasses various symbols, each denoting a specific type of miscue. Non-responses, substitutions, insertions, omissions, repetitions, corrections, reversals, and hesitations are recorded on a response form.
Analysis of miscues involves categorization based on three cueing systems, namely grapho/phonic, syntactic, and semantic. Grapho/phonic similarity, semantic acceptability, and syntactic appropriateness are scrutinized through symbols indicating effectiveness. A well-designed miscue analysis form captures critical data, including grapho/phonic, semantic, and syntactic components, providing a comprehensive overview of the reader's performance. Observations during reading, such as fluency, intonation, and regard for punctuation, contribute to a nuanced understanding of the reader's strengths and weaknesses.
2. Assessment
3. Describe miscue types and quantify use of each within your interpretation of the client's outcomes
Interpreting results requires a judicious examination of the reader's approach, identifying patterns in miscues, and evaluating their impact on overall comprehension. Recommendations stemming from the analysis may encompass targeted interventions, such as focusing on decoding strategies, building sight vocabulary, or employing pre-reading strategies to enhance comprehension. This clinical approach to miscue analysis provides a holistic understanding of the reader's reading strategies.
Whitney-Marie demonstrated a total of 17 miscues throughout the reading. Most of Whitney-Marie's miscues exhibited either effective grapho/phonic similarity or partial grapho/phonic similarity. Notably, most miscues demonstrated partial semantic/syntactic acceptability. Two miscues altogether lacked grapho/phonic similarity, while three had poor semantic acceptability. This pattern indicates Whitney-Marie's miscues were less likely to alter the text's meaning and thus, had a limited impact on reading comprehension.
Noteworthy is the observation that Whitney-Marie's errors, while impacting fluency and speed, are unlikely to significantly compromise comprehension, indicating a need for support in enhancing reading efficiency. Whitney-Marie consistently read all lines while maintaining her place in the text and conscientiously considered punctuation. Whitney demonstrated one commendable self-correction but challenges, including jerky reading with minimal intonation, stressing each syllable, hesitation before difficult words, and an overall sense of disfluency, were also observed.
2. Assessment
4. Report as you would in an evaluation report
Whitney-Marie's reading assessment revealed several miscues during her reading activity. These miscues exhibited effective grapho/phonic similarity or partial grapho/phonic similarity, suggesting reliance on visual and auditory decoding strategies. Importantly, most errors demonstrated partial semantic/syntactic acceptability, with two instances lacking grapho/phonic similarity altogether and three displaying poor semantic acceptability. This pattern suggests that while her miscues may impact fluency and speed, they are less likely to significantly compromise comprehension, signifying a need for targeted support in enhancing reading efficiency.
In terms of strengths, Whitney-Marie displayed commendable self-correction abilities, suggesting a heightened awareness and capacity to rectify errors during reading. Additionally, she consistently maintained her place in the text and exhibited a conscientious consideration of punctuation. Despite these strengths, challenges surfaced in her reading, including a jerky reading style with minimal intonation, syllable stress, and hesitation before difficult words. These fluency-related challenges, while impacting the overall reading experience, are unlikely to substantially compromise comprehension.
To address Whitney-Marie's specific needs, intervention should focus on refining decoding strategies, particularly in grapho/phonic similarity. Furthermore, targeted support in semantic and syntactic understanding is warranted but enhancing fluency should be the central goal of intervention to mitigate jerky reading patterns, improve intonation, and reduce the frequency of hesitations.
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