Intervention Report

Introduction

The main purpose of this intervention report is to assess a primary student who has some difficulties with some form of weakness in either literacy or numeracy; this intervention is mainly based on a Year One student who has difficulties with the concept of the comprehension during literacy sessions. This will be achieved by going over the reading and the questions with the student to ensure that they understand what the short text is about and what the question may be asking the student to identify from within the short text. This will include using strategies to identify and make connection about key events, ideas and information within the text, which should have been covered by end of Year One (according to Australian Curriculum, 2012) and venturing further than Year One standard if time allows.

Student Profile

Anakin is a male and approximately six years of age in Year One. Up until now, Anakin has mainly worked in a classroom environment, and this could be a contributing factor as to why he is having some difficulties comprehending the text and identifying the answers. Anakin may not be able to understand what the questions are actually asking him to identify from within the short text. He may also not have an understanding that he can read over the short text while answering questions to identify the answer instead of just reading the text once.

Prior to the assessment being conducted, general abilities of the student including understanding and applying a range of different reading strategies in order to decode unfamiliar words and vocabulary. This incorporates the concept of reading and writing appropriately sequences ideas in a range of text types, including recounts, letters and persuasive pieces, and use simple punctuation correctly. All students are able to recognise words, able to write words and sentences as well as able to read different texts.

Identification and description of learning difficulties

There were several ways in which Anakin's learning difficulties was identified. Essentially an interview with his teacher was held in order to identify what particular learning difficulties he may have had within the classroom. Anakin were given a comprehension worksheet as a means of assessment before instruction (McMillian, 2007, pg. 7). This assessment was to determine Anakin's prior knowledge and had no time restrictions, thus reducing any possible anxiety within the student (McMillian, 2007, pg. 187). Anakin were then interviewed about his thinking and understanding behind the incorrect or correct answers on his assessment. This enabled the interviewer to determine whether or not Anakin has an understanding of the concept of comprehension reading and questions.

It was discovered from this assessment that Anakin has some difficulties understanding that he is allowed to read back over the short text to find the answers to the questions that he needs to relate to. That is, Anakin did not understand the concept of identifying the characters or events from the short text. Therefore, the actual concept of reading over the text more than just once and identifying the key ideas needed to be taught in order for Anakin to apply the concept of identifying key ideas relating to the question being asked. Other difficulties includes, not understanding what the question is asking him to identify from the short text. Anakin may not be able to construct his own understanding of the question that is related to the short text.

According to the ACARA (Australian Curriculum, Assessment and Reporting Authority) English Curriculum Department, by end of Year One, students should have an understanding of comprehension strategies to build an understanding and meaning about the key events, ideas and information within the short text. They are able to make connections to personal experiences when explaining about characters or events in the short texts.

Student need to be able to identify language features, images and vocabulary used to describe characters and events within the text. When reading short text, they use knowledge of sounds and letters, sentence boundary punctuation and directionality to make meaning of the text. Year One students need to be able to recall key ideas and recognise literal and implied meaning in the text.

Intervention Plan and ongoing assessment

The plan consists of two or three teaching sessions with Anakin, which enables some work on comprehension worksheets one on one with the teacher. Each session will focus on identifying key words, characters or events in the text and the questions as well as interpreting what the question may be asking them to identify in the short text. The aim of these assessment sessions is to give Anakin a firm grasp of the concept of understanding comprehension in regards the short text. Once the concept of comprehending key words is understood, Anakin will be able to recall key ideas and recognise literal and implied meanings in the texts as well as more complex text and readings. This will fit in well with ACARA (Australian Curriculum, 2012) requirements for student learning by the end of Year One.

Lesson 1

In lesson one, Anakin will learn the importance of reading over the text more than just once, and identifying key words within the questions that may appear in the main text, and how to relate the question back to the short text. In this session, Anakin will read the story out loud, and the