Chapter 4 - Implementing a System of Research-based Interventions

Chapter 4 Implementing a System of Research-Based Interventions
reading connected text. Accurate word reading fluency with poor fluency in reading
connected text may indicate lack of automaticity in decoding skills. If students lack
automatic decoding or phonetic skills, general outcome measures or other informal
measures may be used to assess adequacy of phonemic awareness skills and so on. The
instructional team should use the lowest scores between language and reading
assessments to prioritize allocation of instructional time during intervention.
The hierarchy below shows one possible diagnostic sequence. Again, the rule of thumb is,
“test backwards and teach forwards.” Backtrack through the diagnostic sequence outlined
below to determine the student's instructional level and identify the appropriate intervention
starting point. Then teach the skills building on each other, keeping in mind that vocabulary
and prior knowledge must be layered into every lesson to continue to build the student’s
knowledge.
Figure 4-5. Diagnostic Sequence For Determining Point of Intervention – Reading Skills.
ORF - oral reading fluency, LNF - letter naming fluency, LSF - letter sound fluency, NWF -
nonsense word fluency, PSF - phoneme segmentation fluency, ISF - onset fluency,
CTOPP - Comprehensive Test of Phonological Processing.
Minnesota Department of Education Draft 4-18