Nicole Sayer Instructional Program January 22, 2013 Curriculum Name: Barton Reading & Spelling System Publisher:

Bright Solutions for Dyslexia, Inc. Copyright: 2000 by Susan Barton Research Rationale The What Works Clearing does not have evidence to deny or support effectiveness of the program, Barton Reading and Spelling System. Florida Center for Reading Research did not contain any research articles on Barton as of right now; the ones present did not open. What works clearing hose reviewed a lot of different studies on the Barton program, but there were not seen as eligible to prove or deny effectiveness. Effectiveness cannot be proven because Barton does not have a control group in their research study. The Giess study does show effectiveness of the Barton Reading and Spelling System and the effectiveness of the Orton-Gillingham based reading intervention. This study was given to students who past the pre-screening to the Barton program. The results of the Barton portion of the study did show effectiveness. There was a pretest and a posttest given and the results were consistent in students results in the posttest increasing greatly from those in the pretest. Although the Giess study does display effectiveness in its results, it cannot prove effectiveness for the same reason that what works clearing house cannot, due to the fact that there is no control group in their research study. However the Giess study and the studies used in what works clearing house do show progress made with the students participating in the study.

What Works Clearing House, Barton Reading and Spelling System. http://ies.ed.gov/ncee/wwc/pdf/intervention_reports/wwc_barton_070110.pdf Giess, S., Rivers, K., Kennedy, K., & Lombardino, L. (2012). Effects of multisensory phonics-based training on the word recognition and spelling skills of adolescents with reading disabilities. International Journal of Special Education, 27(1), 60-73. Program objective On weekly spelling tests, TA will use techniques from Barton Spelling and Reading program to spell out his words. He will spell 100% of the words correctly for 5/5 spelling tests.

TA really struggles in spelling words, especially ones that he does not typically use in his schoolwork. During RtI he comes to me to learn spelling techniques about how to tap out and break down the words using spelling patterns and rules. During daily writing assignments, TA has issues spelling what he wants to write correctly. He does not utilize his Barton spelling techniques. The Barton spelling techniques taught are very helpful in breaking apart the spelling and sounds of words. When TA takes time to remember to break apart words using these techniques he does spell words correctly, this is just a matter of remembering to do it. Generalization Generalizing using natural maintaining contingencies is also used with this program. This generalization is used with the reading portion of the program by providing readings at the students level. However, I am using this program for spelling only, so the reading components have been removed.

The students are also learning and generalizing these skills learned through mediating generalization. The program repeats back to cover all skills previously taught through practice; so all rules learned will be reviewed. There are different techniques taught with each rule, such as finger spelling, tile spelling, spelling on paper, and breaking apart words so the students can use the way thats best for them to learn. These skills are also used in a variety of settings, such as spelling tests, practice, and writing practice. Outside of my intervention time I can make sure students are generalizing the skill by having them use the techniques when writing responses for different classes such as science or math. When students write these responses they can check over their work using the Barton skills taught. This way they are applying skills to subjects other than their spelling RTI time. Rationale The Barton Spelling and Reading Program was selected to be used in the RtI classes in this school because it touches on the Big 5 ideas of reading (phonemic awareness, phonics, fluency, vocabulary, and comprehension). The students in the RtI classes receiving this intervention need extra support in at least one of these areas. The RtI group focuses on spelling and writing interventions, and this program was chosen because it teaches cognitive strategies to remember spelling patterns and rules. The students in my group then use these strategies when writing responses to prompts and reading selections. The spelling strategies taught in this program allow students to break down words they dont know how to spell and get them as close to the

accurate spelling as possible. Assessments/Data Collection There is a prescreening assessment part to this program that anyone, no matter the age, needs to pass in order to begin the program. If a student does not pass this pre screening, they need to have a lower level intervention before they begin Barton. There are three parts to this assessment, A, B, and C and the students need to pass all three levels and are only allowed to miss a few questions. This is the only official screening provided with the program. There are no specific assessments provided with this program, however there are assessments built in to the lessons. Each lesson has a spell on paper section at the end where the students listen to a word read to them and then write it down on paper following their technique learned. There is then a data recording sheets where teachers can mark down if the student passed the lesson for each different section thats a part of it. This data sheet is included and clearly labeled for each book in the Barton program. There is also a sight word list that is included with each book where students can be assessed before specific lessons on a list of sight words. They can receive a spelling and reading grade for each of the words. My group specifically uses Barton for spelling, so all of their assessments and data have to do with the spelling skills taught in the program. The data collection and assessment procedures are all built in to the program so the instruction does not need to stop. If students do not seem to understand the lesson, there are new words available for repeat days; some lessons have multiple lists in

case it needs to be repeated more than once. The data collection sheets are connected to this program, they are copies made from them book.

Instructional Procedures/Reinforcement/Error Correction There is no pretest to place students at a specific level. Technically students need to begin the program at book 1 level 1 and progress through the program appropriately. This is because Barton has a specific way of teaching these rules and the students need to learn them so they can understand lessons further into the program. These rules and ideas loop constantly through the program, so if a student does not understand these rules they will not be as successful later on in the program. Also, there are a lot of phonemic awareness components that need to be learned and mastered before proceeding through the program. Some students progress faster than others. The entire Barton system is taught through direct instruction. Through the curriculum, it is never assumed the student already knows the information. It is assumed that every technique needs to be taught carefully to the student so they fully understand the concept. Errorless learning also takes place with this system. If a student makes a mistake the lesson immediately stops and repeats until that student understands the rule being taught. At the end of each lesson, students are to write sentences containing words that follow these rules, and also as an extension I have the students do a spell check where I give them a spelling test containing only words that follow the rule.

This is to ensure that the students know and understand the rule completely. If the students miss more than two words on the list given, I repeat the part of the lesson that applies to the missed words. For example, if Im giving assessment on the FLOSS rule, which talks about adding a second F, L, or S to the end of the word following a vowel, I will test the students on 10 words that follow that rule. If one of them forgets to add the second F, L, or S to the end of the word twice or more, they will have to repeat the lesson so they fully understand the point of the rule. If the student can accurately spell words and use them in sentences while spelling them correctly, they are able to move on to the next lesson. Students need to pass with a 90% pass rate or higher in order to move on to the next lesson. Reinforcement is provided immediately after students respond with their answer. Reinforcement such as thats perfect or great job are used in the script provided. Cognitive strategies are utilized throughout the entire program. Each lesson has its own rule which is the title of the section. For example, the FLOSS rule is its own section and is a rule about double consonants at the end of a word that contains only one vowel. The letters that are doubled at the end of a word are F, L, and S so the title FLOSS helps the students remember the concept of the rule. Maintenance The nice thing about the Barton program is that once a skill as been learned, its repeated throughout the entire program. Each lesson contains old rules learned. There are also check ups at specific lessons that can be done to make sure students are maintaining their skills. Once the Barton program is completely finished,

teachers can check up on students by simply checking their spelling. If students start to misspell words that have patterns covered in the Barton system, a simple reminder to use the Barton techniques. Also, for the spelling sections, as the program goes further into each lesson, students graduate from writing simply one word, to writing phrases and sentences. This way they get practice in applying their spelling skills to writing not only words, but full sentences as well. As an extension to this program, I then have students write responses to a prompt and have them practice their spelling techniques through these writing prompts.