Reading Fluency

Reading Fluency:

The development of an in school curriculum which allows students to increase literacy skills

through the use of advanced technology.

Jaclyn Bober & Emily Clarke

K361 Assistive Technology

Karl Swenson

November 13, 2008

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Reading Fluency

Abstract:

The purpose of the reading fluency project is to help students that are struggling in reading. This

will include students who have learning disabilities in reading, cognitive disorders as well as

non-identified students who may need extra support in reading. The time spent in the program

will depend on each individual students needs. This program will provide technology based

individual instruction for students. The instruction will benefit students through individualized

educational plans and through the use of various programs created to support literacy

development. The materials chosen for this program will use interactive computer software,

leveled readers, small group reading instruction, and individualized literacy growth plans. The

program will use both audio and visual supports and will work to reach the various learning

styles of students. Instructors will be able to evaluate the students progress through their

interactions with the software, their peers, and the students ability to apply their knowledge to

their in class assignments.

Need for the Project:

According to National Center of Educational Statistics, in the 2003-2004 school year close to

three million students were receiving services for specific learning disabilities. In the 1991-1992

school year there were only one million students less than a decade earlier. As the educational

world is changing, so are the needs of the students. As educators, we have come to realize that

students are not a part of a class unit, but they represent a unique individual that has their own

strengths and challenges. All students have different needs and different developmental rates.

After many studies and observations, researchers have noticed the high rate of students who have

difficulty reading fluently. In an attempt to use early intervention and prevent students from
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falling behind their peers, a program has been created to develop students reading fluency skills

through instruction and technology.

Wiggle Works, a program created by Scholastic, Inc has been established to meet the needs of

early readers, special education students, English Language Learners, and any student who is

struggling in reading (2008). Schultz (2008) states, “Wiggle Works combines today’s best

thinking about how children learn to read and write with the power of software to create an

innovative model for instruction” (p. 6). The combination of technology and traditional reading

strategies is essential to learning in this day and age. In a study about literacy development with

the use of technology, it is stated; “Almost every aspect of modern life is affected in some way

by technology. Many people utilize technology from dawn to dusk to communicate; make

decisions; reflect, gain, synthesize, evaluate or distribute information, among many other

functions” (Whitney, 2007). As one can see, by preparing students to read through the means of

technology, this program is not only meeting the needs of students reading fluency skills, it is

also opening doors to various technological and communication skills.

Aside from building skills in current readers, the purpose and need for this program is to take an

early intervention approach. This includes working with students who may be red flagged by

staff members as “at-risk” readers. Due to the fragile nature of these students reading, software

and literacy programs must carefully be chosen. According to Santoro and Bishop (2006), early

intervention and proper program/technology decisions can provide enough additional instruction

to allow at-risk students to maintain their appropriate grade level. Using a program like Wiggle

Works, the materials are able to target students at all levels, including students who do not use
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English as their native language. Wiggle Works scaffolds learning and prepares students for what

is next to come in their educational journey (Shultz, 2008).

For schools that have researched and used Wiggle Works, they have found that it has helped

student immensely. In a study completed by Ross et al. (2001), students not only became more

fluent readers, they also took a step forward in the technology world. Many educational

institution are moving towards technology based learning and assessment. The students who

participated in this study not only got the literacy benefits, but they also learned to use

technological skills to better their reading abilities. The data collected, supported the fact that

Wiggle Works contributes to the acquisition of computer skills which are essential to computer

based learning (p. 13). The students were willing and able to use technology as a means of

learning.

Purpose for the Project:

The purpose of this proposal is to develop an early intervention literacy program for challenged

readers. This program is designed to respond to the individual needs of the struggling readers in

elementary schools. The students that participate in this project are identified and non-identified

for reading services.

Impact of the Project:

The reading fluency project anticipates that it will increase reading fluency as well as literacy

development throughout the time that it is implemented. The project will work with a wide

variety of students that range from students that are identified with special needs to student that
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are not identified. All students who participate in the program will benefit from the extra support

that the project will provide.

When educators see challenges at an early age, they have the opportunity to apply early

intervention strategies. As many know, it is much more effective to build positive skills at young

age, prior to poor habits being formed. The impact of this program will be to start students on the

right track for learning. Less reading difficulties will be anticipated when the students are taught

positive reading skills at a young age.

Contribution of the Project:

This program will integrate a literacy program into the elementary school setting. It will allow a

large group of students to take part in an interactive, guided reading program. The program will

use the computer as well as a large variety of books to increase the reading levels of students

who may benefit from its extra support.

Description of the Project:

The reading fluency project will use the literacy program Wiggle Works produced by Scholastic

Inc. This literacy program consists of eighty-four different leveled books, each with six copies.

These books also come in audio form on CD-ROMs, two teacher’s guides, eighty-four

teaching/lesson plans, as well as two classroom posters. All of these materials will allow this

program to work with a large variety of students depending on their levels of reading. It will also

allow plenty of materials for students (in and out of school) as well as instructional materials for

teachers.
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The first step in developing this reading fluency project will consist of getting to know Wiggle

Works. The staff that will be working with students will have ample training and time to get to

know the materials. This will include using the software, reviewing the lesson plans as well as

reviewing the leveled reading books. This may also include time set aside for students to see the

materials and teachers to observe their interactions. Once the materials have been reviewed and a

general idea of how to use the software has been established the instruction of the reading

fluency project may begin.

When selecting students to be a part of this program, staff will be looking for young students that

have been “red flagged” for reading, students who have an existing Individualized Education

Plan (IEP) and older students who are referred to the program. It should be noted that the student

does not have to be identified with special needs to participate in this program This includes

students that may have sever reading deficits or students that need a little extra support. In its

first year, the program will take on a limited number of students. Once the staff has chosen its

participants, they will obtain parental permission as well as host a parent information night.

Once the literacy program begins, each student will be trained in the software and assessed for

leveling purposes. Assessment will include running records, group exercises and independent

reading observations. When analyzing the data collected, each student will have an

individualized plan for reading which will work with their existing IEP (if applicable), and a

meeting with the general education teacher, a staff member, and the students guardian will be

established. All parties must agree on the goal in order to continue with the program.
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As the students work through the activities, they will be assessed and monitored for progress on

a consistent basis. If goals and objectives are not being met between assessments, a staff member

and general education teacher will sit down to review the current plan and possible changes

which will aid the progress towards the overall goal. If a change is proposed, the student’s

parent/guardian(s) will be informed. Furthermore, the student’s parent/guardian(s) will receive

updated data on their student, as it is collected every other Friday. All monitored progress will be

turned into an annual progress report which will be released to the governing school board, in

order to prove its achievement.

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Timeline:

Development of Program Aug. Sept. Oct. Nov. Dec. Jan. Feb. Mar. April May

Introduce Program to X X
Faculty and Staff

Workshop on Using X X
Material
Selection of Students— X
Initial Assessment

Parental Consent and X X X X X X X X X

Involvement
Implementation of Program X X X X X X X X X

Students Assessment and X X X X X X X X X

Progress Monitor

Annual Yearly Progress X

Report

Description of Timeline:

Emily and Jaclyn will first introduce and provide training in the program for staff members, and

all other professionals who will directly or indirectly be involved with the program. This will

involve sessions in why the program has been created, criteria to refer and select students, how

the program will work, and how it will benefit students. Following the workshop for staff, the

initial selections of students will happen. Staff members will have the opportunity to refer

specific students, students who have reading difficulties documented in their IEP’ s will be

reviewed, as well as students who have been red flagged by a staff members. Once the students

are selected, a parent/guardian night will be held and consent will be obtained.
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Once students have parental or guardian consent, they are then able to partake in the project.

During this time they will be given an educational growth plan for reading, and they will be

placed in reading levels. The students will be assessed every other Friday, and all progress will

be tracked by the staff members working with the student. Parent/guardian(s) will receive

progress reports and at the end of the year all of the student’s data will be put into one report to

show the annual progress.

Quality of Personnel:

Jaclyn Bober, one of the founders of this project, is a graduate of the Indiana University School

of Education. Specifically, she is a graduate of the Teaching All Learners (TAL) program, which

is a duel program for elementary special education and elementary education teachers. From

Jaclyn’s resume, one can see that she has had experience in high needs classrooms, both in the

rural, suburban and urban settings. This has included various types of learning styles,

socioeconomic classes, age groups, and types of instructional settings. She has brought an open

mind, up to date methodology and a dedication to all learners and this project.

Emily Clarke, the co-founder of this project is also a graduate from the Teaching All Learners

(TAL) program at Indiana University. She believes that working with children who have

exceptional needs is a priority in education. She has extensive experience in creating academic

lessons as well as adaptive programs for children. She is a significant contributor to local

organizations like Habitat for Humanity which reflects her dedication and love for helping
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people and ability to organize groups of people. She is committed to this project and working

collaboratively with all other participants in order to benefit the most students possible.

Monitoring Achievement of Objectives:

Due to the fact that this program will be in its first year, there is a need for constant monitoring

of student progress. With that said, all of the student involved will be formally or informally

assessed every other Friday, or bi weekly. This information will be taken into consideration when

reviewing student’s goals and objectives as well as the progress of the program as a whole.

Parents will then receive the information collected and are encouraged to ask questions and

participate in this process. Administration, staff, and parents have the right to ask for more

comprehensive progress reports if needed at any time.

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Budget:

Expense Total
Dell Computers T3400 375W (2@ $962.00 each) $1,924.00
Shipping and Handling (2 @ $75.00 each) $ 150.00
Wiggle Works (1 @ $2,550.00 each) $ 2,550.00
Shipping and Handling (1 @ $229.50) $229.50
Student Workstation (2 @ $55.09 each) $110.18
Project Grand Total $4,963.68
Grant Allotment $ 5,000.00

Budget Justification:

The two largest expenses for this project are computers for the software portion of the program,

and the materials to run the program. The computers are standard Dell workstations which two

desks have been purchased for. Each desk will have a computer on it, and will give individual

students and small groups of student’s ample room to work on the computer. As stated

previously, the Wiggle Works package comes with eighty-four books, each with six copies.

Along with the paperback books, there are audio copies of the books and software programs to

run on the computers. As the program continues to grow, there are enough books and resources

to service enough students for two full classes. Furthermore, extended packages of books at

specific grade levels are available for purchase from Scholastic Inc. if needed in the future.
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Summary/Conclusion:

• This is a program which is meant for all struggling readers, identified for special needs

and non-identified.

• Helps to aid in early intervention.

• Program has room to grow over time.

• Parents, staff, and students are all involved.

• Student progress is monitored constantly, charted and evaluated.

• Program produces a yearly progress report for all to see (individual student names

confidential).
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References:

Bishop, M., & Santoro, L. (2006). Evaluating Beginning Reading Software for

At-Risk Learners. Psychology in the Schools, 43(1), 57-70. (ERIC Document

Reproduction Service No. EJ761859) Retrieved from ERIC database.

Ross, J., Hogaboam-Gray, A., & Hannay, L. (2001). Collateral Benefits of an Interactive

Literacy Program for Grade 1 and 2 Students. Journal of Research on Computing in

Education, 33(3), 219-34. (ERIC Document Reproduction Service No. EJ635436)

Retrieved from ERIC database.

Shultz, Lynn (2008). Research foundation & evidence of effectiveness for Wiggle Works.

Effectiveness Report, 155561, Retrieved November 17, 2008, from

http://teacher.scholastic.com/products/wiggleworks/pdfs/WWValid.Study.pdf

US Department of Education, (2008). Fast facts. Retrieved November 18, 2008, from National

Center for Educational Statistics Web site: http://nces.ed.gov/fastfacts/display.asp?id=64

Whitney, J. (2007). The Use of Technology in Literacy Instruction:

Implications for Teaching Students from Low Socioeconomic Backgrounds. HBSK 4072,

Section 3, Fall 2007. Online Submission, (ERIC Document Reproduction Service No.

ED498986) Retrieved from ERIC database.

Jaclyn M. Bober
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2708 E. 10th St. Apt 19, Bloomington, IN 47408, 630-862-6773, jbober@indiana.edu

Objective
To obtain a challenging position working with students who have various special needs.

Education
Indiana University, School of Education, Bloomington, Indiana
Bachelors of Science in Education, Cumulative GPA 3.83/4.00 Major GPA 4.00/4.00

Credentials
Initial Practitioner in Mild Interventions Primary, Mild Interventions Intermediate, Expected Licensure:
June 2009
Elementary Primary, Elementary Intermediate

Teaching Experience
South Elementary School, Martinsville, Indiana September 2008-
December 2008
• Instructed students with Cognitive Disabilities in reading and mathematics
• Implemented alternative means of instruction for students with Autism
• Observed the execution of special education laws in the classroom
Brookside Elementary School, Indianapolis, Indiana January 2008-
May 2008
• Facilitated small group reading instruction
• Taught a social studies unit to thirty fifth graders
• Utilized classroom management skills
• Collected and interpreted data for a Curriculum Based Assessment (CBA)
Binford/Rogers Elementary School, Bloomington, Indiana September 2007-
December 2007
• Designed hands-on math and science units for a multiage first and second grade class
• Participated in co-teaching a science unit on matter
• Guided students through a new math curriculum
St. Charles Day School, Bloomington, Indiana September 2006-
December 2006
• Worked with pre-school students on adaptive life skills
• Observed structure of parochial school

Work Experience
Indiana University School of Education Library, Bloomington, Indiana August
2006-Present
• Assist members of the community, students and faculty with finding appropriate education materials
• Cooperating with employees from all satellite libraries in the Indiana University Library system
City of Bloomington Parks and Recreation, Bloomington, Indiana May 2008-
August 2008
• Developed and taught lessons in swimming and water safety for children with Autism
• Supervised large groups of children in open water
• Certified lifeguard with American Red Cross CRP, First Aid, AED and Bloodborne Pathogen training
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Activities & Honors

Deans Advisory Council April
2007- Present
• Serve as a student voice for the Dean of the School of Education
• Plan and organize community volunteer events and student-centered events
• Represented the undergraduate school of education on the Committee on Teaching
Alpha Xi Delta Women’s Fraternity March
2006-Present
• Elected as the Academic Achievement Chair, creating tutoring and scholarship programs.
• Chaired and planned for the 2007 formal recruitment process
Indiana State Teachers Association September 2008-Present
• Participate in professional development conferences for teachers
Volunteer Work August
2005-Present
• Volunteered in multiple elementary schools, the Boy’s and Girls Club, First Friends and other organizations