A Review of a Case Study
“ Spending Instructional Time Wisely: A Case Study Using Brief Intervention Probes to Determine the Most Effective Strategy”
This paper is a review of an article dealing with how educators should choose the most effective intervention strategies for struggling elementary readers. This was a case study in which the authors used a single-case research method to evaluate changes from baseline to intervention in terms of words read correctly per minute (WCPM). The researchers chose an 8 year old, Lisa, who had been diagnosed with ADHD (Predominantly Inattentive Type) and auditory/visual processing disorder. This particular child had difficulties processing information through hearing and seeing which affected her reading fluency. She had been placed in a regular classroom and had no outside tutoring, other than a small group tutoring session after school for 6 weeks. She could not read at grade level.
It is quite obvious that Lisa could benefit from reading intervention. Hers is a particularly challenging case for a study whose focus is to assess which evidenced-based intervention works best and is most effective with a particular student. In the past, Response-to-Intervention (RtI), curriculum-based assessment procedures tended to ignore the best evidenced-based intervention strategies to use with particular students. More specific to this study, however, was how using brief intervention probes could assess which intervention works best in saving time and effort on the part of the teacher and the student. Using evidenced-based interventions that are effective for individual students and that are cost-effective in terms of time and money for districts are concerns for further research.
A Review of A Case Study...