CET_716_Final

ADDIE Instructional Design Model

Implementation of New Reading Program

LT 716 Systematic Design of Instruction

INTRODUCTION and RATIONALE:

When the State of South Dakota approved the language arts standards in the spring of 2007, reading fluency was added as a reading standard. Starting at the first grade level and continuing through the twelfth grade, there is a standard relating to oral and/or silent reading fluency at each level. As a result, reading fluency is now an area of qualification for special education services.

Watertown School District will utilize time this summer to align curriculum to the new state language arts standards. Reading fluency is an area that has been neglected in the general curriculum and needs to be addressed to meet the new state standards. The district is considering different options for assessing and monitoring the reading fluency of all students. Stimulus money the district is receiving can be used to fund research based material to address reading fluency.

The special education department at the middle school has seen an increase in the number of students qualifying in the area of reading--especially reading fluency. The special education department at the middle school is considering piloting a program, TUNEin to Reading. Depending on the success of the program, the district will decide if the program should be extended into other areas (Title and general curriculum).

TUNEin to Reading is a reading program developed by Electronic Learning Products. Geared toward students in grades 3 through 12, this reading intervention software uses song lyrics and singing to improve reading fluency. The program claims to engage students, promote success through repetition and sight word recognition, and increase fluency. The increase in fluency results in increased comprehension.

Reading fluency is defined as the ability to read quickly, accurately, and with expression. It is the bridge between word recognition and comprehension, two major components of reading. Comprehension requires the automatic recognition of words in context and the relation of those words to background knowledge (Watkins, 2004). Therefore reading fluency is a critical component of learning to read.

Analysis:

Needs Analysis—The Innovation Model will be used as a guideline for conducting the needs assessment. This model examines changes in the education system and determines whether new learning goals should be added to the curriculum to accommodate these changes (Smith and Ragan, 2005). During this phase of the process it is important to gather information from a variety of sources. Conducting a needs assessment will help determine if there are any current practices in place that address reading fluency. It will also help to determine if these practices are effective and will help reach the intended goal as determined during the task analysis. The table below shows questions that need to be answered, possible sources of information and tools that will be used. The questions encompass the need for instruction, the learners, and the learning environment as well as well as identify key stake holders.

Question	Source	Tools
What practices are currently in place to address reading fluency?	1. Classroom Teachers, Special Education Teachers, Curriculum Director, Literacy Coaches, Administration	1a.Questionnaires, 1b.Classroom observations 1c. Inventory and analysis of current reading software 1d. Interviews
How are students currently performing in the area of reading fluency?	2. Focus Group 3. Students	2a. Onsite records (progress toward IEP goals) 2b. Dakota Step results 2c. Benchmark results (district test) 3a. Functional assessment*see appendix 1
How are students currently performing in the area of reading comprehension?	4. Focus Group 5. Students	4a. Onsite records (progress toward IEP goals) 4b. Dakota Step results 4c. Benchmark results 5a. Functional assessment *see appendix 2
What are the reading levels of students? Are students performing at grade level?	6. Students	6a. SRI Lexile Levels (Scholastic Reading Inventory) 6b. Level Set Lexile Level (Achieve 2000)
What is the attitude of students in regards to reading?	7. Students, Parents	7a. Questionnaires 7b. Interviews
What is the attitude of students in regards to technology?	8. Students, Parents	8a. Questionnaires 8b. Interviews

What technology is available? Does it meet requirements for the software?

9. Technology Staff

9a. Onsite records

9b. Inspections of equipment

Is there space available to house a computer lab?

10. Building staff, Administration

10a. Questionnaires

10b. General Discussion

Task Analysis—This phase begins by writing specific, unambiguous learning goals. Learning goals, according to Smith and Ragan (2005), are statements of purpose or intention, what the learners should be able to do at the conclusion of instruction. During the task analysis process, the prerequisites for achievement of the goal will be analyzed and test specifications will be written. See table on the next page.

Step 1—Learning Goals	Step 2—Determining Types of Learning	Step 3 & 4—Information Processing & Prerequisite Analysis	Step 5—Learning Objectives
Goal 1: Student will improve reading fluency rate.	Cognitive Strategy	· Learn the alphabet · Recognize upper and lower case letters of the alphabet · Recognize the sounds associated with letters of the alphabet · Recognize the sounds associated with the combination of letters (s+h=sh) · Understand the relationship between letters and words · Understand the relationship between sounds and words · Understand that language is made up of sounds, syllables, words · Recognition of sight words · Use knowledge of letter sounds and combinations to sound out new words · Knowledge of words’ meanings—vocabulary development · Knowledge of pacing with punctuation marks	Objective 1: When given a grade level passage to orally read, the student will read at the rate as indicated at the 75^th percentile or above according to the grade level and season of the year. Objective 2: A student achieving below the 50% percentile for his/her grade level, will increase his/her reading fluency rate by one grade level or more in a 9 week period.
Goal 2: Students will read with expression.	Cognitive Strategy	· Recognition of punctuation marks · Understanding of punctuation marks · Response to types of punctuation (commas—short pause; periods—long pause; question marks—pitch up at end of questions…) · Understand the correlation of mood/feelings and voice tone and volume · Understand the correlation of mood/feeling and speed of reading	Objective 3: When given a grade level passage to orally read, the student will read familiar material with natural rhythm, phrasing, expression, and appropriate pacing.
Step 1—Learning Goals	Step 2—Determining Types of Learning	Step 3 & 4—Information Processing & Prerequisite Analysis	Step 5—Learning Objectives
Goal 3: Students will answer comprehension questions with accuracy.	Cognitive Strategy	· Prerequisite skills as listed above · Understanding of the difference between literal and inferential questions. · Understanding of different types of questions (main idea, sequence, cause and effect, fact vs. opinion…) · Understanding of different types of writing (persuasive, expository, narrative…) · Understanding the purpose of a writing · Understanding of elements of different types of writing (plot diagram)	Objective 4: After reading a passage at instructional level, the student will answer literal comprehension questions with 80% accuracy in four of five trials.

This stage of the process includes objectives related to the goals, developing tests, and planning for instruction. From the three terminal goals determined during the analysis stage, four objectives have been written. The objectives have been included in the table above.

The tests that will be used to determine and monitor reading fluency are Curriculum Based Measurements (CBM). These tests are grade level passages that a student reads orally to the teacher. A student’s reading fluency is determined by taking the total number of words he can read from a grade level passage in one minute and subtracting the number of errors. The difference between the two numbers is the words correct per minute which is the reading fluency rate. In a report published by Behavioral Research and Teaching (2005), the reading fluency rate for 7^th and 8^th graders achieving at the 75^th percentile in the spring of the year is 177 words correct per minute. A sample of a reading passage is included as appendix 1. There are a number of different texts so that students are tested with a different passage each time. CBMs only measure fluency, not comprehension.

To address the comprehension strand, Maze passages will be used. The passages are arranged in a multiple choice close format. A student reads a passage orally to the teacher when he or she comes to the multiple choice, they chose the word that makes since in the context of the sentence. A sample is included as appendix 2.

The program itself also has assessments built in. These will be discussed in the instructional strategies section.

INSTUCTIONAL STRATEGIES (Media and Methods)—Because TUNEin to Reading is a program that has already been developed, the recommended strategies are outlined by the program. Students are given a Qualitative Reading Inventory that is embedded in the software. This inventory assesses the student’s reading level to allow for differentiated reading instruction.

There are two different components of the program. One component is the singing portion. Students, based on their reading level, are assigned songs. The software monitors the students’ speed and pitch. Students are given immediate feedback on their performance. Students have multiple opportunities for repetition and feedback, both of which are important components of reading fluency instruction.

Speech recognition is the second component. Students read a passage matched with their instructional reading level (based on the pretest). The software delivers instant corrective feedback and provides automatic fluency and pronunciation scores with phonemic breakdown.

For maximum benefits, the program should be used 90 minutes a week. This can be in two-45 minute sessions or three-30 minute sessions for a period of nine weeks.

TUNEin to Reading is developed by the Electronic Learning Products Company. We will not be involved in the development process.

FORMATIVE EVALUATION—Formative evaluation is another component that is built into the TUNEin to Reading program. Students’ progress toward fluent reading is monitored and reported each time students use the program. Each student’s progress will be different depending on his/her current reading level.

Teacher observation will also be used as a form of formative evaluation information. Teachers will provide feedback based on observation of students using the program. Observations will include students level of participation, gains seen in fluency scores, changes in attitudes about reading and the TUNEin to reading software.

Teachers that will be using the TUNEin to Reading program will be trained by staff of Electronic Learning Products. This training consists of an initial web/teleconference and isprovided by the implementation consultants. Teachers are given an overview of the program and shown demonstrations. Teachers will then be given access to the program to experience it as if they were the students. Then a trainer from the company will make a visit to the site to train the teachers on the management side of the program. Periodic visits will be made to the school to ensure the continued implementation of the program is successful. If problems arise, the Electronic Learning Company has a technical support team that is able to provide assistance to solve problems by phone or in person.

The TUNEin to Reading software will be implemented in the special education reading department, due to the fact that most of these students tend to have deficiencies in the area of reading fluency. Four of the eights small group reading classes will be using the software while the other classes will use more traditional approaches to reading fluency instruction.

Each set of students will be given the same pretest to get a baseline reading fluency rate. Students will then undergo reading instruction through the TUNEin to Reading or traditional reading fluency. At the end of each week, students will take a reading fluency probe to record changes in their reading fluency rate. These changes will be recorded, graphed and compared.

The classes that will be using the program will be using the program three days a week for 30 minutes each class period. This method was chosen because it fits best with the school schedule. This will be implemented for the nine week time period recommended by the company. Students will be using the program in a classroom setting.

Information gathered from multiple sources will be used to evaluate the success of the reading fluency program. Reading fluency rates from the CBMs, Maze passages (both gathered as part of the formative evaluation), Dakota Step Results, and Benchmark results (district level test) will be analyzed by a focus group. The focus group will consist of reading teachers, special education teachers, and administration.

This focus group will compare students’ pre and post test scores for the Curriculum Based Measurements which measures the number of words read correctly in one minutes. An increase in the words read correctly would indicate an increase in reading fluency. Comparison of the Maze passages from the pre and post instruction and intervention would show if there was an increase in comprehension.

Results from the Dakota Step Testing and the district level test—Benchmark could be another indication of increased reading comprehension. Because reading comprehension affects the performance in all areas of the Dakota Step Test and Benchmark, all areas will be examined for increased achievement.

The focus group will compile the data from each set of students (those receiving TUNEin to Reading and those receiving the traditional instruction in reading fluency). The data from each set will be compared to see if there is a measurable difference of one type of instruction of the other.

May 7, 2009, from Fluency Research Web site: https://www.sraonline.com/download/DI/Research/Reading/fluencyresearch.pdf

	CBM	Maze
Validity	This assessment would be valid in terms of assessing reading fluency. Students would be tested at grade level and the results are specific to the objectives.	The Maze by itself is not a valid indicator of comprehension. It assesses the students’ ability to use words in context, which in only one component of reading comprehension.
Reliability	This test is reliable because the administration of the test would be consistent each time.	This assessment is reliable because the administration of the test would be consistent each time.
Practicality	Because the assessment only takes one minute to administer and a little time to analyze, it is very practical. I would be feasible to test an entire class in a short amount of time.	The Maze is quick to administer and takes little time to analyze, therefore, it would be practical to administer to an entire class.