Reading Comprehension Assessment

and Intervention after ABI

Table of Contents

Reading Comprehension Assessment and Intervention after ABI.........................................................................................3

Reading Comprehension Assessment after ABI.................................................................................................................4

Sample Expository Reading Passages................................................................................................................................6

ECOSYSTEMS.................................................................................................................................................................6

MINERALS......................................................................................................................................................................7

PARTICLE ACCELERATORS..............................................................................................................................................8

CLOUDS.........................................................................................................................................................................9

Sample Sentence Verification Tasks................................................................................................................................10

ECOSYSTEMS SVT Master............................................................................................................................................10

MINERALS SVT Master.................................................................................................................................................11

PARTICLE ACCELERATORS SVT Master........................................................................................................................12

CLOUDS SVT Master....................................................................................................................................................13

Reading Comprehension Strategy Intervention..............................................................................................................14

Reading and Cognition Processes, Problems and Strategies...........................................................................................15

Sample Reading Comprehension Strategies with Steps..................................................................................................17

Sample Strategy Reminder/Training Aid.........................................................................................................................18

Reading Comprehension Strategy Training Data Sheet...................................................................................................21

Training Strategy Steps Session Probe Sheet..................................................................................................................23

Reading Strategy Use Self-Monitoring Sheets.................................................................................................................24

Reading Pace Self-Monitoring Sheets..............................................................................................................................26

Reading Purpose Self-Monitoring Sheets........................................................................................................................28

Impact of Reading Comprehension Strategy...................................................................................................................30

Reading Comprehension Assessment and Intervention after ABI

Reading comprehension and retention is part of a dynamic, complex process

Assessment needs to occur at multiple levels

Strategies should be matched to users and should be trained using systematic instruction

Acquisition, application and impact of strategies should be continually evaluated

Domain Clinical Question Subskills Sample Measures

Rea

din

g co

mp

reh

ensi

on

Is reader able to comprehend text?

Surface Level

‣ Recognize words

‣ Identify syntactic relationships between words

Reading Comprehension Battery for Aphasia

Propositional Level

‣ Understand propositions

‣ Identify main ideas and details

‣ Understand basic inferences

Woodcock Johnson Test, non-standardized assessments

Situation Level

‣ Identify relationships between concepts

‣ Access related background knowledge

‣ Integrate information learned from text into schema

Clinically, only “guessing” at this point.

Rea

din

g ap

pro

ach

Is reader using effective approach given reading purpose?

Before Reading

‣ Identifies reading purpose

‣ Sets reading session goal

‣ Prepares system for tracking information previews content

Interview and observation

During Reading

‣ Uses strategy to track information

‣ Periodically reviews notes or

looks-back to earlier text

‣ Tracks time and adjusts approach as needed

After Reading

‣ Reviews notes or highlighted text

‣ Rereads select sections to clarify understanding,

‣ Uses strategy to self-test

Reading Comprehension Assessment after ABI

Domain Clinical Question Subskills Sample MeasuresCo

gnit

ion

Are cognitive skills that are needed for learning and recall impaired?

Attention and working memory

‣ Capacity

‣ Speed

‣ Suppression

Paced Auditory Serial Test, Test of Everyday Attention

Encoding and retention

‣ Capacity

‣ Recall

‣ Recognition

California Verbal Learning Test

Executive processing

‣ Goal mgmt skills

‣ Self-awareness

Dellis-Kaplan Test of Executive Function, non-standardized assessment

Pre

-req

uis

ite

read

ing

and

lan

guag

e sk

ills

Are prerequisite reading and language skills lacking or slow?

Written word recognition

‣ Decoding skills

‣ Automaticity

‣ Speed

Oral reading fluency task, Reading Comprehension Battery for Aphasia

Vocabulary

‣ General knowledge

‣ Specialized topic knowledge

Peabody Picture Vocabulary Test,

non-standardized assessment

Language processing

‣ Word finding

‣ Syntax

‣ Discourse production

Boston Naming, aphasia batteries, non-standardized assessment

Sample Expository Reading Passages

ECOSYSTEMS

1.1 Community of Living Organisms

An ecosystem is a dynamic community of living organisms interacting with each other and their environment. Ecosystems occur in all sizes. A tidal pool, a pond, a river, an alpine meadow and an oak forest are all examples of ecosystems. To understand ecosystems, it is necessary to study how energy and matter move through feeding relationships of organisms within it. Living organisms in an ecosystem are usually grouped according to how they obtain food. Organisms that make their own food are known as autotrophs, or producers. Organisms that eat other organisms (live or dead) are known as heterotrophs, or consumers.

1.3 Producers Create their Food

The producers include land and aquatic plants, algae and microscopic phytoplankton in the ocean. They all make their own food by using chemicals and energy sources from their environment. For example, plants use photosynthesis to manufacture sugar (glucose) from carbon dioxide and water. Using this sugar and other nutrients (e.g., nitrogen, phosphorus) assimilated by their roots, plants produce a variety of organic materials. Energy from sunlight is thus fixed as food used by themselves and by consumers.

1.3 Consumers Feed on the Producers

The consumers are classed into different groups depending on the source of their food. Herbivores (e.g. deer, squirrels) feed on plants and are known as primary consumers. Carnivores (e.g. lions, hawks, killer whales) feed on other consumers and can be classified as secondary consumers. They feed on primary consumers. Tertiary consumers feed on other carnivores. Some organisms known as omnivores (e.g., bears, rats and humans) feed on both plants and animals. Organisms that feed on dead organisms are called scavengers (e.g., vultures, ants and flies). Detritivores (detritus feeders, e.g. earthworms, termites, crabs) feed on organic wastes or fragments of dead organisms. Decomposers (e.g. bacteria, fungi) also feed on organic waste and dead organisms, but they digest the materials outside their bodies. The decomposers play a crucial role in recycling nutrients, as they reduce complex organic matter into inorganic nutrients that can be used by producers. If an organic substance can be broken down by decomposers, it is called biodegradable.

1.4 Organisms Depend on Each Other in the Ecosystem

When one organism eats another, chemical energy is transferred from one level of the food chain to the next. Only a small portion of the useable energy is actually transferred to the next level, typically 10 percent. As a result, each higher level of the food chain represents a cumulative loss of useable energy. A pyramid of energy flow is formed, with producers forming the base level and tertiary consumers forming the top. Because there is less energy available high on the energy pyramid, there are fewer top-level consumers. A disruption of the producer base of a food chain, therefore, has its greatest effect on the top-level consumer. In every ecosystem, each consumer level depends upon lower-level organisms (e.g. a primary consumer depends upon a producer, a secondary consumer depends upon a primary consumer and so on).

MINERALS

1.1 Minerals in The Earth’s Crust

The earth's crust is composed of many kinds of rocks, each of which is an aggregate of one or more minerals. In geology, the term mineral describes any naturally-occurring solid substance with a specific composition and crystal structure. A mineral's composition refers to the kinds and proportions of elements making up the mineral. An element is a substance that is made entirely from one type of atom. The way these elements are packed together determines the structure of the mineral. The study of minerals includes understanding how they are formed, distributed through the earth and mined.

1.2 Formation of Mineral Deposits

Mineral deposits can be classified according to the concentration process that formed them. Five processes in particular that create mineral deposits are: hydrothermal, magmatic, sedimentary, placer and residual. Hydrothermal mineral deposits are formed when minerals are deposited by hot, aqueous solutions flowing through fractures and pore spaces of crustal rock. Magmatic mineral deposits are formed when processes such as partial melting and fractional crystallization occur during the melting and cooling of rocks. Water soluble salts can form sedimentary mineral deposits when they precipitate during evaporation of lake or seawater (evaporate deposits). Minerals with a high specific gravity (e.g. gold, platinum, diamonds) can be concentrated by flowing water in placer deposits found in stream beds and along shorelines.

1.3 Location and Mining of Minerals

Minerals are everywhere around us. For example, the ocean is estimated to contain more than 70 million tons of gold. Yet, it would be much too expensive to recover that gold because of its very low concentration in the water. Although they are found everywhere, minerals are not evenly distributed in the earth's crust. Mineral ores are found in just a relatively few areas, because it takes a special set of circumstances to create them. Therefore, the signs of a mineral deposit are often small, difficult to recognize and also expensive.

1.4 Mineral Mining Methods

After a potentially profitable mineral deposit is located, it is mined by one of several techniques. Which technique is used depends upon the type of deposit and whether the deposit is shallow and thus suitable for surface mining or deep and thus requiring sub-surface mining. Surface mining techniques include: open-pit mining, area strip mining, contour strip mining and hydraulic mining. Open-pit mining involves digging a large, terraced hole in the ground in order to remove a near- surface ore body. Area strip mining is used in relatively flat areas. The overburden of soil and rock is removed from a large trench in order to expose the ore body. After the minerals are removed, the old trench is filled and a new trench is dug. This process is repeated until the available ore is exhausted. Contour strip mining is a similar technique except that it is used on hilly or mountainous terrains. Hydraulic mining is performed using powerful, high-pressure streams of water that blast away soil and rock containing gold, which is then separated from the runoff.

PARTICLE ACCELERATORS

1.1 How Particle Accelerators are Used

Particle accelerators are used to study the structure and interactions of atomic nuclei and their subatomic particles. Particle accelerators accelerate atomic particles close to the speed of light. Particles then collide with and disrupt atomic nuclei and subatomic particles. This disruption allows physicists to study nuclear components and to make new kinds of subatomic particles.

Particle accelerators are also used for medical purposes. For example, accelerators produce the materials needed for certain cancer therapies. Particle accelerators are also used for one form of radioactive carbon dating. Radioactive carbon dating is a common method archeologists use to determine the age of objects.

1.2 Principles of Particle Acceleration

Particle accelerators exist in many shapes and sizes. The smallest accelerators share common elements with the larger devices. First, all accelerators must have a source that generates electrically charged particles. All accelerators must have electric fields to accelerate the particles, and they must have magnetic fields to control the paths of the particles. Also, the particles must travel through a good vacuum. A vacuum is a container with as little residual air as possible. Finally, all accelerators must have some means of detecting, counting, and measuring the particles after they have been accelerated through the vacuum.

1.3 Generating particles

Electrons and protons, the particles most commonly used in accelerators, are found in all materials. The appropriate particles must be separated out before entering the accelerator. Electrons are usually produced in a device known as an electron “gun.” The gun contains a vacuum. The vacuum is heated, which causes the electrons to break away from the atoms. The emitted electrons are negatively charged. The electrons are attracted toward an anode (positive electrode), where they pass through a hole into the accelerator.

Protons are produced through a different process. In this case hydrogen gas is exposed to an electric field. The electric field causes the electrons and protons contained in the gas to separate. The protons are positively charged. The protons escape through a hole into the accelerator.

1.4 Accelerating particles

Once the particles are separated, they enter the particle accelerator. The key feature of any particle accelerator is the accelerating electric field. The accelerating electric field is produced by two factors: a uniform static electric field and a vacuum. The simplest example of a uniform static field is between positive and negative electric potentials (voltages), much like the field that exists between the terminals of an electric battery. In such a field an electron, bearing a negative charge, feels a force that directs it toward the positive potential. This force accelerates the electron moving it toward a positive potential until it collides with atoms and loses energy. However, if there is nothing to impede the electron, its velocity and its energy will increase. By passing the electrons through a vacuum, sources of resistance are removed, and the particles will accelerate as they move toward the positive potential.

CLOUDS

1.1 Cloud Formation in the Atmosphere

Clouds are formed when air containing water vapor is cooled below a critical temperature called the dew point. The resulting moisture condenses into droplets on microscopic dust particles (condensation nuclei) in the atmosphere. The air is normally cooled by expansion during its upward movement. The height the cooled air reaches during this upward movement, temperature and moisture affects the shape the cloud ultimately takes. Clouds are ultimately classified by their height and shape.

1.2 Cloud Classification Schemes

In 1803, Luke Howard, an English scientist, devised a classification that was adopted by the International Meteorological Commission (1929), designating three primary cloud types, cirrus, cumulus, and stratus. These three cloud types are still used today in modified form, and now include the addition of a fourth cloud type: vertical. High cloud forms include cirrus, which are detached clouds of delicate and fibrous appearance. Cirrus clouds are generally white in color, often resembling tufts or featherlike plumes, and composed entirely of ice crystals. Intermediate clouds include cumulus, which are patchy layers of flattened globular masses arranged in groups, lines, or waves. Individual cumulus clouds are sometimes so close together that their edges join. Low clouds include stratus, a uniform layer resembling fog but not resting on the ground.

Clouds having vertical development include cumulus, a thick, detached cloud, generally associated with fair weather, and shows strong contrasts of light and shadow when the sun illuminates it from the side. and Cumulonimbus, the thunderstorm cloud, has heavy masses of great vertical development whose summits rise in the form of mountains or towers. Cumulonimbus generally produces showers of rain, snow, hailstorms, or thunderstorms.

1.3 Clouds and Precipitation

To form rain, the water condensing in the clouds has to develop enough mass to fall to Earth. Tiny droplets acquire more water and become larger by colliding and merging with other droplets. Alternatively, water may condense out the air directly into the droplet. Similar to drops of rain water sliding down a window pane as drops fall they join with other small drops to become larger drops. In the right clouds, this process will be happening to millions of tiny droplets, all growing at the same time, but at different speeds. Eventually, if the droplets keep accumulating mass, they will start to fall.

1.4 Clouds Influence on Global Climate

Cloudiness (or proportion of the sky covered by any form of cloud) is one of the elements of global climate. The cloudiness of the United States averages somewhat less than 50% (i.e., the country receives somewhat more than 50% of the possible sunshine); the Great Lakes region and the coast of Washington and Oregon have the greatest cloudiness (60%–70%), and the SW United States—Arizona and adjacent areas—are the least cloudy (10%–30%). Clouds have become an important focus in the study of global warming or cooling. Clouds can increase or decrease the cover over land which can affect the amount of radiation reflected from the earth back into space.

Sample Sentence Verification Tasks

ECOSYSTEMS SVT Master

Surface/Verbatim

__ Carnivores (e.g. lions, hawks, killer whales) feed on other consumers and can be classified as secondary consumers.

__ A pyramid of energy flow is formed, with producers forming the base level and tertiary consumers forming the top.

__ The alga uses those exposed nutrients, along with photosynthesis, to produce food for both.__ Energy from sunlight is thus fixed as food used by themselves and by consumers.__ Organisms that feed on dead organisms are called scavengers.

Text/Paraphrase

__ Producers use chemical and energy sources from the environment to make their food.__ Decomposers help to decompose organic matter into inorganic nutrients that producers then can use.__ Typically less than 10% of useable energy is ultimately transferred to the next level.__ Organisms that live together in a dynamic environment form an ecosystem.__ The food sources of consumers are used to classify them into different groups.

Inference

__ The feeding process is the means by which energy changes matter from one form to another through the ecosystem.

__ If the producer base of the food chain does not produce enough organic material consumer species may starve.

__ Organisms within the same class may compete for the same food source.__ Ecosystems naturally support more producer organisms than consumer organisms.__ When producers and consumers die, their matter is consumed by organisms that feed on waste.

Fillers

__ When Mt. St. Helens erupted the destruction of the surrounding ecosystem impacted the economy.__ Carnivores can run faster than herbivores.__ The energy produced by the sun, called solar energy, travels through the atmosphere to reach earth.__ Using radiometric age dating techniques, scientists estimate the earth to be approximately 4.5 billion

years old. __ Inorganic material converts to organic material and disintegrates as the ecosystem ages.__ Energy that is not transferred up to higher levels of the food chains becomes toxic waste.__ Autotrophs may start to feed upon each other if sunlight is scarce.__ Organisms that feed on dead matter may get salmonilla poisoning.__ Herbivores, organisms that feed on plants, are not classified as consumers since they do not eat other

animals.__ Domestic animals, such as cats and dogs, are not part of the ecosystem.

MINERALS SVT Master

Surface/Verbatim

_ In geology, the term mineral describes any naturally-occurring solid substance with a specific composition and crystal structure.

_ Mineral ores are found in just a relatively few areas, because it takes a special set of circumstances to create them.

_ Open pit mining involves digging a large, terraced hole in the ground in order to remove a near-surface ore body.

_ Five processes in particular that create mineral deposits are: hydrothermal, magmatic, sedimentary, placer, and residual.

_ The earth’s crust is composed of many kinds of rocks, each of which is an aggregate of one or more minerals.

Text/Paraphrase

_ Elements are substances that are composed of one type of atom._ Extracting gold from the ocean is not cost-effective._ Hot, aqueous solutions flowing through fractures and pore spaces of rocks create hydrothermal mineral

deposits._ Some mining techniques are more appropriate for surface mining rather than deep._ Hydraulic mining uses high-pressure streams of water to separate minerals from soil and rock.

Inference

_ Gold can be dissolved in water._ Some minerals are extremely valuable._ Strip mining is only practical when the ore body to be excavated is relatively near the surface._ A single atom can be the base of more than one mineral._ Sub-surface mining is less visible than surface mining.

Fillers

_ The oldest known mine on archaeological record is the "Lion Cave" in Swaziland. _ Approximately 71% of the earth’s surface is covered by ocean._ A mixture of carbon dioxide and nitrogen in a mine can cause suffocation._ Diamond mines are a source of conflict in the developing world._ Black lung disease, also known as Coal workers' pneumoconiosis, is caused by long exposure to coal dust._ The Coal Miner’s Daughter is the story of country music singer, Loretta Lynn._ Area strip mining is used in hilly areas._ The ocean has been stripped of all of its gold by greedy miners._ Minerals do not have crystal structure._ There are usually clear signs of mineral deposits._ Rocks do not contain minerals.

PARTICLE ACCELERATORS SVT Master

Surface/Verbatim

_ Particle accelerators accelerate atomic particles close to the speed of light._ Particle accelerators are also used for one form of carbon dating._ A vacuum is a container with as little residual air as possible._ The electric field causes the electrons and protons contained in the gas to separate._ The simplest example of a uniform static field is between positive and negative electric potentials

(voltages), much like the field that exists between the terminals of an electric battery.

Text/Paraphrase

_ Archeologists use particle accelerators in one form of radioactive carbon dating._ Both small and large particle accelerators have similar elements._ All materials have electron and proton particles but the particles need to be separated from the materials_ first to be used in the particle accelerator._ Electrons break away from the atoms when the vacuum of the electron gun is heated._ The accelerating electric field is a critical component of any particle accelerator.

Inference

_ Particle accelerators are used for multiple reasons ranging from basic research to applied uses._ Electrons and protons to be used in the accelerator are first separated from atoms using different_ processes._ Accelerators operate based on electric and magnetic principals._ Residual air in a container can be a source of friction for a moving particle._ The electric field keeps the particle moving, the magnetic field controls the path the particle takes, and_ the vacuum reduces the chances of interference of the particle’s movement.

Inaccurate

_ Particle accelerators are expensive to operate._ Radioactive carbon dating can determine if a claimed archeological finding is a fraud._ Quantum mechanics is based on the findings of linear accelerators._ Bernoulli’s principal explains how vacuum spaces work to decrease friction._ When vacuums are heated they produce a substantial amount of noise._ Particle accelerators do not serve a purpose in health care._ Particle accelerators allow us to study the mitochondria of cells._ Large and small particle accelerators operate using very different components._ When an electron collides with an atom, it gains the energy of that atom._ Too much exposure to accelerators can cause cancer.

CLOUDS SVT Master

Surface/Verbatim_ Clouds are formed when air containing water vapor is cooled below a critical temperature called the dew

point._ Cirrus clouds are generally white in color, often resembling tufts or featherlike plumes, and composed

entirely of ice crystals._ Cumulonimbus generally produces showers of rain, snow, hailstorms, or thunderstorms._ Similar to drops of rain water sliding down a window pane as drops fall they join with other drops to

become larger drops._ Clouds have become an important focus in the study of global warming or cooling.

Text/Paraphrase_ Multiple factors influence cloud shape including upward movement, temperature as well as moisture._ Cirrus, cumulus and stratus are three types of clouds._ Clouds can join together to form one cloud._ The weight of the drop causes it to fall to the ground._ The US averages 50% cloudiness.

Inference_ The dew point refers to the starting point of cloud formulation._ Thunderstorm clouds are heavier than fair weather clouds._ Radiation from sunlight reflects off of clouds._ Clouds have different levels of moisture._ Cirrus, cumulus and stratus clouds are likely horizontal rather than vertical.

Inaccurate_ Many cultures try to see animals and gods in the clouds._ Rain is important for agricultural development._ Clouds cause decreased visibility which can impact air traffic._ Acid rain is a significant problem in the world._ Smog can develop from too much automobile exhaust._ The Southwest U.S. is cloudier than the Northwest U.S._ Clouds cannot be classified by shape because they are constantly changing._ Vertical clouds never contain raindrops._ Droplets of rain will only combine with other droplets only in freezing temperatures._ As fog rises it can turn into a cirrus cloud.

Reading Comprehension Strategy Intervention

What does reader need to be able to do?

What are reader’s preferences?

What are reader’s resources and supports?

What skills does the reader bring?

What limitations should be considered (e.g. cognitive endurance, vision issues)?

Assessment Drives Intervention

Strategies should be Matched to Reader

November, 2011

Before Reading

Theoretical Reading Processes

Key Cognitive Processes Activated

Anticipated Sources of Disruption for

Struggling Readers after ABI

Sample Strategy Types for Struggling

Readers after ABI

Activate background knowledge schema in long-term memory.

Retrieve relevant enduring situation model from long term memory.

Executive functions/self monitoring

Activation and retrieval from long-term memory.

Insufficient background knowledge

Difficulty activating background knowledge schema

Difficulty retrieving appropriate schema or situation model from LTM

Identify reading purpose and goal

Preview content

Predict task difficulty

Create time-ordered agenda including scheduled breaks

Prepare organizing strategy (e.g. select graphic organizer)

During Reading

Theoretical Reading Processes

Key Cognitive Processes Activated

Anticipated Sources of Disruption for

Struggling Readers after ABI

Sample Strategy Types for Struggling

Readers after ABI

Construct emerging schema or situation model while reading

Integrate emerging and enduring schemas or situation models into integrated situation model.

Construct inferences

Resolve incongruencies

Suppress irrelevant information

Iteratively encode updated situation into long-term memory.

Maintain updated iterations of integrated schemas or situation models while reading.

Executive processes/self monitoring

Short-term working memory/explicit attention,

Long-term working memory/episodic buffer/implicit attention,

Encoding/Recall

Insufficient self-monitoring of understanding.

Difficulty maintaining emerging and integrated situation models.

Difficulty integrating new and prior information to construct inferences, resolve incongruencies.

Difficulty suppressing irrelevant information.

Difficulty encoding updated situation model.

Track main ideas

Summarize iteratively

Re-arrange information using organizing strategy

Monitor pacing

Update time-ordered agenda

Self Question6/Self test

Reading and Cognition Processes, Problems and Strategies

After Reading

Theoretical Reading Processes

Key Cognitive Processes Activated

Anticipated Sources of Disruption for

Struggling Readers after ABI

Sample Strategy Types for Struggling

Readers after ABI

Continue to construct and update integrated schema or situation model.

Encode updated schema or situation model for long-term storage.

Executive processes/self monitoring

Short-term working memory/explicit attention,

Long-term working memory/episodic buffer/implicit attention,

Encoding/Recall

Same as during phase plus:

Poor self-assessment of adequacy of understanding

Difficulty recalling and applying new knowledge.

Summarize

Rehearse/Practice

Self question/test self

Self-reinforce with rewards

Sample Reading Comprehension Strategies with Steps

Before Strategies and Steps

Prepare for

reading session

Gather materials: glasses, notebook, pens, highlighters, laptop. Open chapter in text-to-speech program and set to read one paragraph at a time.

Remind myself of purpose

What do I need to do with the info I am reading?o For example, will I be tested with multiple choice quiz? Will I have to write

a paper?

Preview headings

Read each heading aloud. If words in the heading are unfamiliar, look them up in the glossary. What do I think the “Big Ideas” or themes are?

o Write a bulleted list of these ideas in your notebook(no more than five ideas in list)

During Strategies and Steps

Track ideas

Start text-to-speech and read along on screen. After paragraph is read, paraphrase aloud in your own words.

o If you get stuck, re-read unclear parts of paragraph aloud, then try again. Write down key ideas in your notebook. Start next paragraph.

Self-assess Am I getting it? Am I staying on purpose? How’s my time?

After Strategies and Steps

Review notes Do I get it? Clarify missing or unclear parts by re-reading select part of text.

Summarize Look at bulleted list of “Big Ideas” For each idea, summarize key related ideas from your notes.

Connect to purpose

Remind yourself of your purpose for reading. Self-test to prepare for quiz, or create outline for paper.

Sample Strategy Reminder/Training Aid

After

During

Before

‣ Review notes‣ Summarize‣ Connect to purpose

‣ Track key ideas‣ Assess your understanding

‣ Prepare for reading session‣ Remind yourself of purpose‣ Preview headings

Sample Reading Comprehension Strategy Training Data Sheet

Session Data Example 1: Training one component of overall strategy (Preview Headings)

Client: PSDate: 11/19/11

Preview Headings Strategy StepsMass Practice

Trials and Level of Cueing

Distributed Practice Trials

Comments

1. Read each heading. +++ (I) *

2.Look up unfamiliar words from the heading in the glossary.

+++ (I) *

3.Write a bulleted list of the “Big Ideas” or themes of the chapter in your notebook.

+++ (C) *Pointed to step on index card on 1/3 trials

Summary: Improved efficiency using strategy. Does not hesitate between steps.

Recommendations: PS plans to read next three sections from chapter using strategies at least three times before next session.

Key: + = correct; - = incorrect; M = model, C = cue, I = Independent

Sample Reading Comprehension Strategy Training Data Sheet

Session Data Example 2: Training Overall Strategy

Client: LBDate: 11/19/11

Reading Strategy StepsMass Practice

Trials and Level of Cueing

Distributed Practice Trials

Comments

1a Prepare for reading session +++ (I) *

1b Remind myself of purpose +++ (I) *

1c Preview headings and note themes +++ (I) *

2a Track key ideas +++ (I) *

2b Assess my understanding ++++ (I) *

3a Review notes -++++ (C) *Cue to check for incomplete info.

3b Summarize +++ (C) *

3c Re-connect to original purpose --+ (M)

Summary: Able to use with two different text genres that were similar to texts he has to read in history and anatomy.

Recommendations: LB plans to read next three sections from chapter using strategies at least three times before next session.

Key: + = correct; - = incorrect; M = model, C = cue, I = Independent

Reading Comprehension Strategy Training Data Sheet

Client:Date:

StepMass Practice Trials and Level of Cueing

Distributed Practice Trials: _ min delay

Comments

1.

2.

3.

4.

5.

6.

7.

8.

9.

Summary:

Recommendations:

Key: + = correct; - = incorrect; M = model, C = cue, I = IndependentModify this probe data sheet to fit the number of steps your task has.

Tracking Reading Comprehension Strategy Acquisition

Session Probe Sheet

Session Probe Example

Strategy StepsSession Probe Data

11/9 11/16 11/19 11/23 11/30

3.

Write a bulleted list of the “Big Ideas” or themes of the chapter in your notebook.

model model cue cue +

2.

Look up unfamiliar words in the heading in the glossary.

model cue + + +

1.Read each heading

cue + + + +

Completion time 11 min 13 min 8 min 8 min 5 min

Supports: Have steps written on index card Provide with self-monitoring sheet to support practice outside of therapy

Motivational Engagement Strategies:

Use texts or topics from current classes Periodically reinforce mini-successes and connect to outcome goal (e.g. Excellent –

you are doing all the steps accurately and with less time. Previewing your anthropology chapter like that will help focus your reading time so you can spend more time with your daughter.)

Generalization Programming:

Provide weekly homework assignments for CH to plan to use strategy at least three times outside of session for academic reading and for to report on it following session. (i.e. Did you use it? How often? Did you find it helpful? Were there any problems?)

Comments:

Initially commented that previewing seemed like it would make reading take even longer but willing to try.

“I think I used to try to remember everything I read. Now I can focus on what’s most important.

Training Strategy Steps Session Probe Sheet

Strategy StepsDate:

Session Probe Data

9.

8.

7.

6.

5.

4.

3.

2.

1.

Completion time

Supports:

Motivational Engagement Strategies:

Generalization Programming:

Comments:

Modify this probe data sheet to fit the number of steps your task has.

Reading Strategy Use Self-Monitoring Sheets

Name:

Date/Time

Reading Material

Strategies UsedHow easy or hard

to do?How helpful? Comments

Easy/Hard Scale

Helpful Scale

1.List the reading comprehension strategies or steps you will track this week.

2. Define your rating scales.

3. Bring your sheet to your next session.

Before:

During:

After:

1 2 3 4 5

Name: MAson

Sample Reading Pace Self-Monitoring Sheets

1. Fill out reading plannera. What text am I reading?b. How much do I plan to read in this session?c. How long will it take me to finish this reading?

2. Start reading and record time3. Finish reading and record time4. How long did it take me? (Subtract start time from stop time) 5. What was my rate?6. Bring to your next session.

DateWhat am I reading?

How much do I plan to read?

How long do I think

it will take?

Start Time

Stop Time

How long did I read?

What was my rate?

11/11Literatur

e

10 pages -

1 short story

1 hour 1:45 2:00 1 hr,

15 min

10 pages/1.25 hr =

8 pages per hour

11/12 Geology23 pages

-3 sections

1 hour 6:30 10:1

53 hrs,

45 min12 pages/3.75 hrs = 3.2 pages per hour

11/13 Geology10 pages

-1 and ½ sections

2 hours

10:15 12:30

2 hrs,15 min

8 pages/2.25 hrs =3.6 pages per hour

11/14 Literature

12 pages -

1 short story

2.5 hours 8:30 9:30 1 hr

12 pages /1 hr = 12 pages

per hour

11/14 Geology6 pages -

1/2 section

1 hours 11:00 12:0

0 1 hr5 pages/1.0 hrs = 5 pages per hour

11/14 Geology

7 pages -1/2

section1 3:00 5:00 1.5 hrs

7 pages/1.25 hrs = 4.7

pages per hour

1 2 3 4 5

Name:

Reading Pace Self-Monitoring Sheets1. Fill out reading planner

a. What text am I reading?b. How much do I plan to read in this session?c. How long will it take me to finish this reading?

2. Start reading and record time3. Finish reading and record time4. How long did it take me? (Subtract start time from stop time) 5. What was my rate?6. Bring to your next session.

DateWhat am I reading?

How much do I plan to read?

How long do I think

it will take?

Start Time

Stop Time

How long did I read?

What was my rate?

Sample Reading Purpose Self-Monitoring Sheets

Name: Allison Date : 11/12/2011

1. Fill out reading plannera. Think about my purpose for reading. How will I have to use the information I read (e.g. To take a

multiple choice test; to write a paper; to complete a lab exercise).b. What kind of information is most important for me to remember for this purpose? (e.g. New

vocabulary words and definitions? Main idea and supporting details? The order events happened? The order of steps in a process? Key characteristics that let me compare/contrast ideas? My opinion of different ideas?)

c. How will I keep track of information as I read to help me use what I learn for my purpose? (e.g. underline/highlight new terms and definitions, write down key ideas in my notebook or computer, use a graphic organizer)

2. Gather materials and set-up notebook/document3. Begin and complete planned reading.4. When I finish, review how I did remembering my reading purpose, focusing on most important ideas, and

using my tracking system.

Reading purposeMost important kinds

of ideas for me to rememberWay I will keeptrack of ideas

Before reading

After reading review

Before readingAfter

reading review

Before readingAfter

reading review

To know what I am doing when I go to chem lab and to write up my lab report.

Remembered my reading purpose while I was reading. Yes No I don’t

know

How helpful was thinking about my reading purpose? Extremel

y Mostly A little Not all

The steps for doing the recrystallization lab.

Stayed focused on ideas needed for my reading purpose. Yes No I don’t

know

How helpful was thinking ahead about most important kinds of ideas? Extremel

y Mostly A little Not all

Write the steps in my lab notebook.

Set-up and used appropriate tracking system for my reading purpose. Yes No I don’t

know

How helpful was my tracking system? Extremel

y Mostly A little Not all

Comments: I forgot to write down how much of each chemical I needed so had to go back to find that info. Maybe I could have highlighted it as I was reading.

Reading Purpose Self-Monitoring Sheets

Name ______________________________ Date __________________________

1. Fill out reading plannera. Think about my purpose for reading. How will I have to use the information I read (e.g. To take a

multiple choice test; to write a paper; to complete a lab exercise).b. What kind of information is most important for me to remember for this purpose? (e.g. New

vocabulary words and definitions? Main idea and supporting details? The order events happened? The order of steps in a process? Key characteristics that let me compare/contrast ideas? My opinion of different ideas?)

c. How will I keep track of information as I read to help me use what I learn for my purpose? (e.g. underline/highlight new terms and definitions, write down key ideas in my notebook or computer, use a graphic organizer)

2. Gather materials and set-up notebook/document3. Begin and complete planned reading.4. When I finish, review how I did remembering my reading purpose, focusing on most important ideas, and

using my tracking system.

Reading purposeMost important kinds

of ideas for me to rememberWay I will keeptrack of ideas

Before reading

After reading review

Before reading

After reading review

Before reading

After reading review

Remembered my reading purpose while I was reading. Yes No I don’t know

How helpful was thinking about my reading purpose? Extremely Mostly A little Not all

Stayed focused on ideas needed for my reading purpose. Yes No I don’t know

How helpful was thinking ahead about most important kinds of ideas? Extremely Mostly A little Not all

Set-up and used appropriate tracking system for my reading purpose. Yes No I don’t know

How helpful was my tracking system? Extremely Mostly A little Not all

Comments:

Reading purposeMost important kinds

of ideas for me to rememberWay I will keeptrack of ideas

Before reading

After reading review

Before reading

After reading review

Before reading

After reading review

Remembered my reading purpose while I was reading. Yes No I don’t know

How helpful was thinking about my reading purpose? Extremely Mostly A little Not all

Stayed focused on ideas needed for my reading purpose. Yes No I don’t know

How helpful was thinking ahead about most important kinds of ideas? Extremely Mostly A little Not all

Set-up and used appropriate tracking system for my reading purpose. Yes No I don’t know

How helpful was my tracking system? Extremely Mostly A little Not all

Comments:

Impact of Reading Comprehension Strategy

Name ______________________________

Instructions from therapist: ___________________________________________________________________

_________________________________________________________________________________________________________________________

Date/TimeAssigned chapters (pages/chapter)

Finished chapters (pages/chapter)

Time to read/study __

pages

In-class quiz grade

Impact of Reading Comprehension Strategy

Example of Goal Attainment Scaling

- 2 Worst outcome Give up on academic reading and/or fail class

-1 Outcomes slightly declinedTakes me longer to read, only able to read 1 to 2 pages per reading assignment, barely pass quizzes, only pass class because of extra credit.

0 No changeTakes me three times as long to read, only finish about ¼ of assigned reading, getting D’s and F’s on quizzes, dropped down to one class per term

1 Improvement Able to finish assigned reading, get at least C’s on quizzes

2 Great improvement! Level 1 improvements, plus time reading time cut in half and able to take two classes next term

Goal Attainment Scaling Instructions:

Use of Goal Attainment Scaling identifying descriptors, preferably behavioral, that would provide evidence that the goal has been achieved. A clinician must work closely with the client to develop appropriate descriptors for the different levels of outcomes.

The first step is identifying high priority goal areas. The next step is to identify possible outcomes in each of the chosen goal areas. Outcomes should be specific and where possible expressed as a behavioral statement or something that is observable.

The client’s current state is “0.” To set the goals, start with the most likely outcome. This is what you would reasonably expect to occur within the time frame agreed and indicates success. This is recorded as 1.

Then describe what would be a higher level of success, or better outcome (+2). Then do the same for the decline in outcomes (-1) and (-2).