Opinion
Curriculum Opinion

A Checklist Approach to Reading Interventions

By Robert Ruth — September 21, 2011 3 min read
  • Save to favorites
  • Print

What does helping students learn to read have in common with saving lives in hospital intensive care units? A simple but important concept that allows both to be more predictable.

For the last five years, I have been coordinating a tutoring program for students who are having difficulty learning to read. Students from kindergarten through 5th grade are referred to the program by their classroom teachers and receive instruction for 20 or 30 minutes to learn decoding skills as well as vocabulary, reading comprehension, and writing. Instruction in decoding skills develops the ability of the student to read words quickly and accurately, which supports reading comprehension. We teach eight of these decoding skills, beginning with learning the sounds of the letters and continuing on to strategies for decoding multi-syllable words.

About two years ago, I became concerned because some of our 4th and 5th graders were not making adequate progress in reading comprehension, and when they read orally, their decoding was weak. Upon further investigation, it turned out that they were not proficient in one or more of the decoding skills. Once we taught them the skills they needed, their comprehension improved.

While wrestling with how to ensure that other students would be proficient decoders long before the 4th grade, I read an article in The New Yorker by the surgeon Atul Gawande that gave me insight into my dilemma. The article described a problem in hospital intensive care units where a recovering patient develops an infection because one or more of the lines supplying food or drugs is contaminated. Such infections can be fatal and although there has long been a procedure for insuring that lines are sterile before and after insertion, the fidelity in doing the procedure depended on the memory of the I.C.U. staff. Then in 2001, Dr. Peter Pronovost of Johns Hopkins Hospital developed a checklist for inserting lines into patients, and it was implemented in one I.C.U. and monitored for 27 months. The results were hard to believe—the line infection rate went from 11 percent to near zero, and an estimated eight lives were saved. All from faithfully using the checklist when doing a line insertion—rather than relying on memory alone.

From the I.C.U. to the Classroom

After reading this article, it occurred to me that although we do in-depth assessments twice a year for comprehensive reading skills, in teaching decoding we were depending on the memory and judgment of each tutor to determine when the student was proficient. But if we had a decoding checklist that included a quick assessment for each skill, I thought, maybe the students would have a better chance of becoming competent decoders in a shorter time and long before the 4th grade.

Fortunately, reading researchers have developed assessments that measure when a student has mastered a particular decoding skill, so I could incorporate these into the checklist. A typical example is checking for proficiency in pronouncing three letter words. The student reads out loud from a list of words and must accurately pronounce 50 words in one minute. Similar assessments are included in the checklist for three-letter nonsense words, words ending in silent e, sight words, etc. Each assessment takes less than five minutes. Once a student passes the assessment, the tutor checks it off the list and moves onto the subsequent skill.

We started using the checklist last school year. In previous years, of the 1st and 2nd graders who were in our program at the beginning of the school year, less than 25 percent achieved grade-level proficiency in reading by the end of the year and were exited from the program. Last year, with 40 1st and 2nd graders in the program, the exit rate was 45 percent.

Students were taking less time to acquire better decoding skills, which in turn may have helped them to further improve their reading skills in their regular classroom. And in tutoring sessions they were able to spend more time on comprehension and writing.

To keep track of the decoding skills that had been mastered, each student also had a chart in his or her folder where their progress was recorded. An unexpected benefit was that students were excited to see that they had mastered a skill and were eager to tackle the remaining skills. We will continue to use the decoding skills checklist in our program and monitor the results, but it is still a work-in-progress. However, one of the best outcomes so far is that tutoring has become something students look forward to.

Related Tags:
Opinion

Events

This content is provided by our sponsor. It is not written by and does not necessarily reflect the views of Education Week's editorial staff.
Sponsor
Assessment Webinar
Reflections on Evidence-Based Grading Practices: What We Learned for Next Year
Get real insights on evidence-based grading from K-12 leaders.
Content provided by Otus
This content is provided by our sponsor. It is not written by and does not necessarily reflect the views of Education Week's editorial staff.
Sponsor
Student Well-Being Webinar
Creating Resilient Schools with a Trauma-Responsive MTSS
Join us to learn how school leaders are building a trauma-responsive MTSS to support students & improve school outcomes.
School & District Management Live Online Discussion A Seat at the Table: We Can’t Engage Students If They Aren’t Here: Strategies to Address the Absenteeism Conundrum
Absenteeism rates are growing fast. Join Peter DeWitt and experts to learn how to re-engage students & families.

EdWeek Top School Jobs

Teacher Jobs
Search over ten thousand teaching jobs nationwide — elementary, middle, high school and more.
View Jobs
Principal Jobs
Find hundreds of jobs for principals, assistant principals, and other school leadership roles.
View Jobs
Administrator Jobs
Over a thousand district-level jobs: superintendents, directors, more.
View Jobs
Support Staff Jobs
Search thousands of jobs, from paraprofessionals to counselors and more.
View Jobs

Read Next

Curriculum Gulf of America or Gulf of Mexico? How Teachers Are Handling Trump's Name Change
Educators share their views on the Gulf of America name change.
Riley Griffin, of Sedalia, Mo., gets help from teacher Cara Cairer as he works on a paper mâché globe at Heber Hunt Elementary School in Sedalia, Mo., on Feb. 29, 2012.
Riley Griffin, of Sedalia, Mo., gets help from teacher Cara Cairer as he works on a paper mâché globe at Heber Hunt Elementary School in Sedalia, Mo., on Feb. 29, 2012.
Sydney Brink/Sedalia Democrat via AP
Curriculum What Teachers Are Saying About the Lawsuit Against Lucy Calkins and Fountas and Pinnell
Educators on social media had lots to say about the lawsuit filed against the creators of popular reading programs.
1 min read
Photo of children and teacher with books on floor for reading, learning and teaching. Study, school and woman with kids for storytelling, help and fantasy, language and skill development.
iStock/Getty
Curriculum 7 Curriculum Trends That Defined 2024
From religious-themed mandates to reading to career prep, take a look at what EdWeek covered in curriculum in 2024.
9 min read
Student with books and laptop computer
iStock/Getty
Curriculum Inside a Class Teaching Teens to Stop Scrolling and Think Critically
The course helps students learn to determine what’s true online so they can be more informed citizens.
9 min read
Teacher Brie Wattier leads a 7th and 8th grade social studies class at the Inspired Teaching Demonstration School for a classroom discussion on the credibility of social media posts and AI-generated imagery on Nov. 19, 2024 in Washington, D.C.
Teacher Brie Wattier leads an 8th grade social studies class at the Inspired Teaching Demonstration School for a classroom discussion on the credibility of social media posts and AI-generated imagery on Nov. 19, 2024, in Washington, D.C.
Courtesy of Dylan Singleton/University of Maryland