Blending Sounds to Make Words InterventionNicole Van Hooser

Research Question

• My research question was, “How can I use the Blending Sounds to Make Words intervention to help my students break apart their word into individual sounds then blend it back together to read their sight words?”

40 Reading Intervention Strategies for K-6 Students

Introduction• My intervention took place at Lyle Public School in

the 1st grade room.

• I had three students who all read at a level C.

• I chose this intervention because the students I would be working with struggle with reading their sight words, and reading new words they come across in their decodable books.

Introduction

Method: Blending Sounds to Make Words

• Intervention: “Mastering this skill is an important step toward building reading fluency.” (pg. 45 Mc-Ewan-Adkins)

• I’ve stated before that I wanted to work on the students’ reading their sight words so their reading fluency can increase also.

Standards: 1.3.0.2: Demonstrate an understanding of spoken

words, syllables, and sounds (phonemes). 1.3.0.2 d.:

Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

Learning Objectives: Students will be able to break apart the

word and then blend it together to read the word with 75%-

80%. Students will also be able to say the word correctly on

their 2nd or 3rd try of sounding out the word.

Method: Timeline• Day One: I started with testing the students on the long

and short vowel sounds.

• Day Two-Six: I start the intervention out with introducing the letter sound the students will be working with that day, and the 10 sight words they would work on that day also. While the students were using the activities Magic Crayon, Rainbow Write, and Play-Doh to practice sounding out their words and writing it down I would work with one other student. As I was working with a student one-on-one we would work on the egg activity, and I would write down some observation notes I had about the student.

• Day Seven-Eight: On these two days I reviewed with the students all of the long vowel sounds we had covered.

• Day Nine: On this day I tested the students again.

Activities

Method: Student Feedback

• All in all the students enjoyed the intervention, and thought it helped them to break apart their unknown words into a single sounds and then blend the sounds together to read the word.

• They liked using the egg activity, and all the activities I had the students use. Two students thought that the intervention helped them to read better, however, the other student believed that it didn’t.

• Two students thought I would not need to change anything, however, one student believed that I should have more Play-Doh for the Play-Doh activity.

Results

Struggles and Successes

Successes:

• Seen improvements

• Had a variety of activities

• Intervention was a good fit for the students

Struggles:

• Focus

• Scheduling

• The room I worked with the

students in

Conclusion

• My conclusion is that this intervention went well, and helped my students a lot. I saw huge improvements in the students’ sight word recognition, however, I have not been able to observe the students reading to see if there were any improvements there.

• I would like to implement this intervention in my own classroom to see if it would help a student in the long run.

• My next step for the students would be to move two of the students on to reading decodable books, and the other student I would keep working on the Blending Sounds to Make Wordsintervention.

Blending Sounds to Make Words InterventionNicole Van Hooser