Tier 2 Intervention Profile: Student Lilliana Hage, 8 Years,

Tier 2 Intervention Profilestudentlilliana Hage8 Yearsgrade3rddate

Provide a comprehensive intervention plan for an 8-year-old third-grade student, Lilliana H., who is two grade levels behind in reading and writing, exhibits disruptive classroom behavior during reading and language arts, and has demonstrated limited progress in literacy development over two years. The plan should include assessment data, specific literacy skill areas needing support, background information, and targeted instructional strategies aimed at improving reading, decoding, phonemic awareness, sight word recognition, comprehension, and writing skills. The intervention should consider Lilliana’s personal background, including language barriers and family context, and should outline measurable goals and activities tailored to her needs. Address how to monitor progress, involve her family, and adapt instruction to facilitate her literacy growth and engagement in learning.

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Addressing the literacy challenges of students like Lilliana H. requires a targeted, multifaceted intervention strategy that considers her unique background, current proficiency levels, and specific areas of difficulty. Lilliana, an 8-year-old third-grade student, demonstrates significant gaps in foundational reading and writing skills, compounded by behavioral issues during literacy activities, which hinder her overall academic progress. As educators, developing an effective intervention plan involves understanding her assessment data, background, and classroom behaviors, then applying evidence-based instructional strategies to foster her literacy development.

Introduction

Literacy is a cornerstone of academic success and lifelong learning. For students like Lilliana, who face difficulties in decoding, phonemic awareness, vocabulary, and comprehension, targeted interventions can significantly impact their academic trajectory. Recognizing that her challenges are deeply rooted in foundational skills, often linked to dyslexia in her family, necessitates a structured approach that emphasizes phonics, decoding, and fluency enhancement alongside comprehension and writing support.

Assessment Data and Identified Learning Gaps

The comprehensive assessment profile indicates that Lilliana is performing below grade-level expectations across multiple literacy domains. Based on standardized screenings such as DIBELS Oral Reading Fluency, her words correct per minute (24 and 27) are considerably below the benchmarks for her grade, highlighting her decoding and fluency deficits. Her accuracy rates (82% and 84%) also fall short of expected performance, impeding her ability to comprehend text independently. Additionally, her retell scores are below benchmark levels, signaling weaknesses in comprehension and story recall skills.

Phonemic awareness assessments reveal that Lilliana struggles markedly with medial sounds (3/10), rhyme production (4/10), and phoneme deletion (2/10). Her phonics survey results further expose deficiencies in letter recognition, consonant and vowel sounds, and decoding multisyllabic words, with many errors indicating inadequate mastery of foundational phonics skills. Her inability to read nonsense words or high-frequency words demonstrates significant decoding deficits that need targeted intervention.

Background and Contextual Factors

Understanding Lilliana’s background provides insights into her literacy difficulties. Her mother has limited English proficiency, passing through an interpreter, indicating potential language barriers impacting her language development at home. Her mother’s own history with reading struggles, coupled with her older brother’s diagnosis of dyslexia, suggests a familial and possible neurobiological predisposition toward reading difficulties. Lilliana’s expression of interest in reading is encouraging, but her perception that reading is too hard diminishes her confidence and motivation. These factors highlight the importance of culturally responsive, family-involved intervention strategies.

Goals and Learning Outcomes

Effective intervention begins with establishing clear, measurable goals. For Lilliana, these include:

  • Improve decoding skills to accurately read CVC words and high-frequency words.
  • Enhance phonemic awareness, particularly medial sounds, rhyme production, and phoneme manipulation.
  • Increase reading fluency to meet grade-level benchmarks.
  • Develop vocabulary and comprehension skills to enable retelling and understanding of texts.
  • Strengthen writing to produce clearer, more legible sentences with appropriate vocabulary.

Instructional Strategies and Interventions

Interventions must be explicit, multisensory, and systematic. The following strategies are recommended:

  1. Phonemic Awareness Development: Use activities such as segmentation, blending, rhyming games, and phoneme deletion with manipulatives (e.g., tiles, counters). Focus on sounds where she demonstrates weaknesses, especially medial sounds and rhyme production.
  2. Explicit Phonics Instruction: Implement structured phonics programs emphasizing letter-sound correspondence, decoding multisyllabic words, and high-frequency word recognition. Use multisensory methods like sand trays, magnetic letters, and visual cues.
  3. Fluency Building: Engage Lilliana in repeated reading of familiar and engaging texts, guided oral reading, and the use of recording tools to monitor progress. Incorporate timed reading sessions to increase her reading speed and accuracy.
  4. Vocabulary and Comprehension: Use visual supports, contextual teaching, and discussion prompts to expand vocabulary. Teach story structure explicitly and scaffold retelling activities using graphic organizers—such as story maps and sequencing charts.
  5. Writing Support: Provide sentence frames, graphic organizers, and targeted vocabulary practice to improve sentence structure and legibility. Incorporate daily writing activities that build confidence and expression.
  6. Behavior Management and Engagement: Incorporate positive reinforcement to motivate participation. Use engaging, interactive activities to reduce disruptions and sustain her attention during literacy tasks.

Family and Community Involvement

Since Lilliana’s home environment includes language barriers and familial literacy challenges, involving her family is crucial. Provide bilingual resources, teach parents simple strategies for literacy activities at home, and facilitate communication through interpreters. Encourage reading aloud, storytelling, and vocabulary-building activities that can be practiced jointly with her mother and older brother, thereby extending literacy support beyond the classroom.

Progress Monitoring and Data Collection

Regular assessment is essential to gauge her response to interventions and refine strategies accordingly. Use weekly fluency checks, phonemic awareness tasks, and curriculum-based measurements to track progress. Document her progress in decoding accuracy, fluency, retell quality, and writing clarity. Adjust instruction based on data, intensify support as needed, and celebrate small successes to foster motivation.

Conclusion

Supporting Lilliana’s literacy growth demands a comprehensive, culturally responsive intervention plan that addresses her specific deficits while leveraging her interests and strengths. Using evidence-based strategies, involving her family, and tracking progress systematically will position her for success. With targeted instruction, patience, and family collaboration, Lilliana can develop essential literacy skills that will serve as a foundation for her ongoing academic achievement and personal confidence.

References

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