It has a fin. It has a nose - PAWS Together: An Investigation of a Combined Reading and Writing

He is a kid. He is a boy.

8.

Assessor Copy

Scoring Materials

T: Let’s practice writing sentences, this is for you to try writing on your own. These sentences (Pointing to items 7 and 8)you will combine the sentences together in one sentence on this (Point to the bottom line for item 7-8) line.

Wait for student to write or attempt to write, if student seems frustrated, you can say “it’s okay if you are stuck, you can draw a picture or write one word.”

Scoring Key Sentence Combination

0: sentence is not complete, or not combined.

1: wrote one of the sentences above 2: sentence is complete and combined.

Scoring Card

7. 0 1 2

8. 0 1 2

/ 4

Sample Scored Sentence Construction/Combination Probes

7. It has a fin. It has a nose.

He is a kid. He is a boy.

8. 7. It has a fin. It has a nose.

He is a kid. He is a boy.

8. 1/4

3/4

Score 0 because the sentences are not combined, rather they are copied from the given sentences but without punctuation from the first sentence.

Score 1 because the sentences are not combined, but there is one of the sentences written correctly.

Score 2 because the sentences are combined with the word

“and” and the redundant words are removed from the second sentence.

Score 1 because there is one sentence copied from the given sentences but the combination that occurred here is not combining the two given sentences.

Total:

83 Sample ORF

84 Sample PSF

85 Sample NWF

86 Appendix C

Sample Intervention Fidelity Form

iPAWS + R Intervention Session Checklist

❏Review behavior expectations and provide agenda

❏PA Practice: Say-It-Move-It

❏Informal data collection

❏iPAWS Work

❏Current Tier Assessment

❏Assessment of Another Tier (randomly chosen prior to implementation)

❏Word Building

❏Informal data collection

❏Word Reading

❏Informal data collection

❏Text Reading Fluency

❏First read (cold read) data collection

❏Last read (hot read) data collection

❏Attend to agenda items with stamp/sticker throughout intervention

❏Brief wrap-up before rotating groups After intervention

❏Leave progress notes in lesson logs

❏Graph iPAWS data for each student in each pair

❏Graph ORF data for each student in each pair

❏When necessary: check in with classroom teacher on whole-class PAWS progress and student participation Every Other Friday

❏Review behavior expectations and possible reward

❏Administer PSF with each student

❏Administer NWF with each student

❏Administer story generation probe with each student

❏Deliver reward (either virtually or communication with classroom teacher) After Assessment Fridays

❏Graph PSF for each student

❏Graph NWF for each student

Sample Procedural Fidelity Form

iPAWS + R Intervention Fidelity Implementation Checklist for Fidelity

General Session Info Overall (Average) Scores

Observer: Date: Implementation

Tutor: Start Time: Quality

Student(s): End Time: Engagement

School:

Component 1: Phonemic Awareness Activity (approx. 3 min) Implementation Score (3, 2, 1, 0):

Has the correct # of sound chips in the circle Has students set up their materials in the same way

Models, practices together, and requires students to try on their own for at least one word.

Provides specific feedback

Continues with other words (student practice) If applicable: corrects errors immediately

If applicable: for the majority of student errors, demonstrates appropriate error correction NOTES:

Component 2: PAWS Work Teacher Behaviors (approx. 16 min) Implementation Score (3, 2, 1, 0):

Models skills and strategies during the lesson Provides students with prompts/cues for how to coach Ensures student understanding of the task

Provides multiple opportunities for students to practice skills/strategies from the lesson

If applicable: for the majority of student errors (heard or apparent), demonstrates appropriate error correction NOTES:

Component 2: PAWS Work Student Pair Behaviors Coach and Writer take turns

Both Coaches provide written feedback to the Writer

Both Coaches provide verbal feedback, using PAWS language, to the Writer Feedback provided by both coaches was specific (e.g., if the letter placement is too high?) Pair stays on task as Coaches/Writers

If applicable: Writers follow the feedback and make corrections NOTES:

Component 3: Word Building Activity (approx. 3 min) Implementation Score (3, 2, 1, 0):

Reviews letter(s)/sound(s) on Sound Board

Models, practices together, and requires students to try on their own for at least one word.

Provides specific feedback

Continues with other words (student practice) Provides a balance between real and nonsense words If applicable: corrects errors immediately

If applicable: for the majority of student errors, demonstrates appropriate error correction NOTES:

Component 4: Word Reading Activity (approx. 3 min) Implementation Score (3, 2, 1, 0):

Models, practices together, and requires students to try on their own for at least one word.

Continues with other words (student practice)

Repeats words multiple times to gives lots of opportunities to practice words If applicable: corrects errors immediately

If applicable: for the majority of student errors, demonstrates appropriate error correction NOTES:

Component 5: Text Reading Fluency Activity (approx. 5 min) Implementation Score (3, 2, 1, 0):

Provides a brief description/reviews of the passage Marks errors and progress for Student 1 (no feedback provided) Marks errors and progress for Student 2 (no feedback provided) Provides specific feedback on errors

Marks errors for second read for Student 1 (feedback provided) Marks errors for second read for Student 2 (feedback provided) Provides specific feedback on errors

Marks errors for third read for Student 1 (no feedback provided) Marks errors for third read for Student 2 (no feedback provided) If applicable: models fluent reading

NOTES:

Component 6: Overall Session Tasks Implementation Score (3, 2, 1, 0):

Has materials (lesson, data collection materials, ORF passage, whiteboard, dry erase marker) Reviews behavior expectations and presents agenda

Tracks progress through agenda with stamp or sticker Tracks progress on reading skills (PA, word building, and word building) NOTES:

Overall Quality Score (3, 2, 1):

Overall Engagement Score (3, 2, 1):

Quality Checklist

Pacing/Wait Time: Appropriate within component pacing. When applicable, provides at least 3s wait time after majority of questions Monitoring: Checks student work, ask questions, scaffolding, on-the-spot adaptations as needed

Explicit, specific feedback: For the majority of student errors, provides specific, corrective feedback. Also provides positive feedback throughout lesson Time Management: Most of step time spent engaged in instruction, and appropriate time devoted to each step

Behavior Management: Employs appropriate behavior management procedures that minimize lesson disruptions Student Engagement

Students were on-task and actively engaged (frequent student responses) for all or nearly all of the time devoted to the component Students were on-task and actively engaged for some of the time devoted to the component

Students were on-task and actively engaged for less than half of the time devoted to the component OVERALL NOTES:

Sample Assessment Fidelity Form

iPAWS + R Assessment Fidelity Administration Checklist for Fidelity General Session Info Date:

Observer:

Tutor/Assessor:

Student(s):

School:

iPAWS Probe - Word Building and Sight Words Yes No

Assessor reads directions to student ❏ ❏

Assessor checks for student understanding of task ❏ ❏ N/A

If applicable: Assessor tells student that they can skip an answer if they are stuck Tallies ❏

Assessor collects probe ❏ ❏

Permanent product check: assessor scored probe correctly ❏ ❏

iPAWS Probe - Sentence Construction Yes No

Assessor reads directions to student ❏ ❏

Assessor checks for student understanding of task ❏ ❏ N/A

If applicable: Assessor tells student that they can skip the sentence, draw a picture, or draw lines if they are stuck Tallies ❏

Assessor collects probe ❏ ❏

Permanent product check: assessor scored probe correctly ❏ ❏

Oral Reading Fluency (this fidelity checklist comes from DIBELS 8th Edition Admin and Scoring Guide) Yes No Assessor holds clipboard/folder and timer (possibly on phone) so student cannot see what is recorded ❏ ❏

Assessor places student copy in front of the student ❏ ❏

Assessor reads directions to student (verbatim) ❏ ❏

Assessor starts timer (60s) when the student says the first word ❏ ❏

Assessor follows along and marks the scoring sheet as the student responds ❏ ❏

Assessor applies scoring rules consistently and correctly ❏ ❏

At the end of 60 seconds, assessor puts a bracket ( ] ) after the last sound provided and says "Stop" ❏ ❏ N/A

If applicable: Assessor provides acceptable prompts correctly Tallies ❏

If applicable: Assessor applies the discontinue rule correctly ❏

Permanent product check: assessor accurately determines and records the # of words read correctly ❏ ❏ Phonemic Segmentation Fluency (this fidelity checklist comes from DIBELS 8th Edition Admin and Scoring Guide) Yes No Assessor holds clipboard/folder and timer (possibly on phone) so student cannot see what is recorded ❏ ❏

Assessor reads directions to student (verbatim) and includes correction procedure if applicable ❏ ❏

Assessor starts timer (60s) after presenting the first word ❏ ❏

Assessor follows along and marks the scoring sheet as the student responds ❏ ❏

As soon as the student is finished saying the sounds in the current word, assessor presents the next word promptly and clearly ❏ ❏

Assessor applies scoring rules consistently and correctly ❏ ❏

At the end of 60 seconds, assessor puts a bracket ( ] ) after the last repsonse ❏ ❏ N/A

If applicable: Assessor provides acceptable prompts correctly Tallies ❏

If applicable: Assessor applies the discontinue rule correctly ❏

Permanent product check: assessor accurately determines and records the # of correctly produced phonemes in 60 seconds ❏ ❏ Nonsense Word Fluency (this fidelity checklist comes from DIBELS 8th Edition Admin and Scoring Guide) Yes No Assessor holds clipboard/folder and timer (possibly on phone) so student cannot see what is recorded ❏ ❏

Assessor places student copy in front of the student ❏ ❏

Assessor reads directions to student (verbatim) and includes correction procedure if applicable ❏ ❏

Assessor starts timer (60s) after saying "Begin" ❏ ❏

Assessor follows along and marks the scoring sheet as the student responds ❏ ❏

Assessor applies scoring rules consistently and correctly ❏ ❏

At the end of 60 seconds, assessor puts a bracket ( ] ) after the last sound provided and says "Stop" ❏ ❏ N/A

If applicable: Assessor provides acceptable prompts correctly Tallies ❏

If applicable: Assessor applies the discontinue rule correctly ❏

Permanent product check: assessor accurately determines and records the # of correct letter sounds produced ❏ ❏ and words read correctly within 60 seconds

89 Appendix D

Sample Student Social Validity Form

Sample Teacher Social Validity Form

Sample Writing Sample Colleague Social Validity Forms

93 Appendix E Cece’s Writing Data Figure E1

Cece iPAWS Probe Data

0 2 4 6

5 10 15 20 25 30

0 2 4 6

iPAWS ProbeiPAWS ProbeiPAWS ProbeiPAWS Probe

BL iPAWS + R

Lesson Set 1

Lesson Set 2

Lesson Set 3

Lesson Set 4 Cece

94 Figure E2

Cece Pre-Intervention Sentence Combination

95 Figure E3

Cece Post-Intervention Sentence Combination

96 Figure E4

Cece Pre-Intervention Story Generation Writing Sample

97 Figure E5

Cece First Story Generation Writing Sample During Intervention

98 Figure E6

Cece Last Story Generation Writing Sample During Intervention

99 Appendix F Winston’s Writing Data Figure F1

Winston iPAWS Probe Data

0 2 4 6

5 10 15 20 25 30

0 2 4 6

iPAWS ProbeiPAWS ProbeiPAWS ProbeiPAWS Probe

BL iPAWS + R

Lesson Set 1

Lesson Set 2

Lesson Set 3

Lesson Set 4 Winston

Maintenance

100 Figure F2

Winston Pre-Intervention Sentence Combination

101 Figure F3

Winston Post-Intervention Sentence Combination

102 Figure F4

Winston Pre-Intervention Story Generation Writing Sample

103 Figure F5

Winston First Story Generation Writing Sample During Intervention

104 Figure F6

Winston Last Story Generation Writing Sample During Intervention

105 Appendix G Schmidt’s Writing Data Figure G1

Schmidt iPAWS Probe Data

0 2 4 6

5 10 15 20 25 30

0 2 4 6

iPAWS ProbeiPAWS ProbeiPAWS ProbeiPAWS Probe

BL iPAWS + R

Lesson Set 1

Lesson Set 2

Lesson Set 3

Lesson Set 4 Schmidt

Maintenance

106 Figure G2

Schmidt Pre-Intervention Sentence Combination

107 Figure G3

Schmidt Post-Intervention Sentence Combination

108 Figure G4

Schmidt Pre-Intervention Story Generation Writing Sample

109 Figure G5

Schmidt Last Story Generation Writing Sample During Intervention

110 Appendix H Jess’ Writing Data Figure H1

Jess iPAWS Probe Data

0 2 4 6

5 10 15 20 25 30

0 2 4 6

iPAWS ProbeiPAWS ProbeiPAWS ProbeiPAWS Probe

BL iPAWS + R

Lesson Set 1

Lesson Set 2

Lesson Set 3

Lesson Set 4 Jess

Maintenance

111 Figure H2

Jess Pre-Intervention Sentence Combination

112 Figure H3

Jess Post-Intervention Sentence Combination

113 Figure H4

Jess Pre-Intervention Story Generation Writing Sample

114 Figure H5

Jess First Story Generation Writing Sample During Intervention

115 Figure H6

Jess Last Story Generation Writing Sample During Intervention

116 Appendix I Nick’s Writing Data Figure I1

Nick iPAWS Probe Data

0 2 4 6

5 10 15 20 25 30

0 2 4 6

iPAWS ProbeiPAWS ProbeiPAWS ProbeiPAWS Probe

BL iPAWS + R

Lesson Set 1

Lesson Set 2

Lesson Set 3

Lesson Set 4 Nick

Maintenance

117 Figure I2

Nick Pre-Intervention Sentence Combination

118 Figure I3

Nick Post-Intervention Sentence Combination

119 Figure I4

Nick Pre-Intervention Story Generation Writing Sample

120 Figure I5

Nick First Story Generation Writing Sample During Intervention

121 Figure I6

Nick Last Story Generation Writing Sample During Intervention

122 Appendix J

Ferguson’s Writing Data Figure J1

Ferguson Pre-Intervention Story Generation Writing Sample

123 Figure J2

Ferguson First Story Generation Writing Sample During Intervention

124 Figure J3

Ferguson Last Story Generation Writing Sample During Intervention

125 Appendix K Cece’s Reading Data Table K1

Cece PSF Overall Data

Pre-Int Intervention 1 Intervention 2 Intervention 3 Post-Int Score V/IP Score V/IP Score V/IP Score V/IP Score V/IP

46 PS IP 32 PS V 21 PS V 41 PS IP 43 PS IP

Note. V = virtually administered; IP = administered in-person; PS = phonemes segmented.

126 Table K2

Cece NWF Overall Data

Pre-Int Intervention 1 Intervention 2 Intervention 3 Post-Int Score V/IP Score V/IP Score V/IP Score V/IP Score V/IP 69 CLS

19 WRC IP 54 CLS

15 WRC V 69 CLS

20 WRC V 74 CLS

23 WRC IP 76 CLS

22 WRC IP Note. V = virtually administered; IP = administered in-person; CLS = correct letter sounds; WRC

= words recoded correctly.

127 Figure K1

Cece Graphed PSF Data

Note. *Indicates the assessment was administered virtually.

0 5 10 15 20 25 30 35 40 45 50 55 60 65

Pre-Int Int 1* Int 2* Int 3 Post-Int

Phonemes Segmneted

Cece

128 Figure K2

Cece Graphed NWF Data

Note. *Indicates the assessment was administered virtually. CLS = correct letter sounds; WRC = words recoded correctly.

0 10 20 30 40 50 60 70 80 90 100 110 120 130

Pre-Int Int 1* Int 2* Int 3 Post-Int

Cece

Score (CLS) Score (WRC)

129 Figure K3

Cece Graphed Pre-Post ORF Data

Note. *Indicates the assessment was administered virtually.

05 1015 2025 3035 4045 5055 6065 7075 8085

Pre-Int Post-Int*

Words Correct per Minute

Cece

130 Figure K4

Cece Graphed ORF Data (Cold-Hot Reads During Intervention)

Note. All probes were administered virtually, except for passage 11. Passage 11 was administered in-person.

0 10 20 30 40 50 60 70 80 90 100 110

1 2 3 4 5 6 7 8 9 10 11 12 13

Words Correct per Minute

Cece

Cold Read Hot Read

131 Figure K5

Cece Graphed ORF Data (Cold-Hot Reads Error Rates During Intervention)

Note. All probes were administered virtually, except for passage 11. Passage 11 was

administered in-person. For passages that do not have a second column, it is assumed the errors per minute were zero.

0 2 4 6 8 10 12 14 16 18 20

1 2 3 4 5 6 7 8 9 10 11 12 13

Errors per Minute

Cece

Cold Read Errors Hot Read Errors

132 Appendix L Winston’s Reading Data Table L1

Winston PSF Overall Data

Pre-Int Intervention 1 Intervention 2 Intervention 3 Post-Int Score V/IP Score V/IP Score V/IP Score V/IP Score V/IP

40 PS IP 20 PS V 27 PS V 32 PS IP 29 PS IP

Note. V = virtually administered; IP = administered in-person; PS = phonemes segmented.

133 Table L2

Winston NWF Overall Data

Pre-Int Intervention 1 Intervention 2 Intervention 3 Post-Int Score V/IP Score V/IP Score V/IP Score V/IP Score V/IP 42 CLS

12 WRC IP 65 CLS

16 WRC V 72 CLS

23 WRC V 86 CLS

27 WRC IP 120 CLS 37 WRC IP Note. V = virtually administered; IP = administered in-person; CLS = correct letter sounds; WRC

= words recoded correctly.

134 Figure L1

Winston Graphed PSF Data

Note. *Indicates the assessment was administered virtually.

0 5 10 15 20 25 30 35 40 45 50 55 60 65

Pre-Int Int 1* Int 2* Int 3 Post-Int

Phonemes Segmented

Winston

135 Figure L2

Winston Graphed NWF Data

Note. *Indicates the assessment was administered virtually. CLS = correct letter sounds; WRC = words recoded correctly.

0 10 20 30 40 50 60 70 80 90 100 110 120 130

Pre-Int Int 1* Int 2* Int 3 Post-Int

Winston

Score (CLS) Score (WRC)

136 Figure L3

Winston Graphed Pre-Post ORF Data

Note. *Indicates the assessment was administered virtually.

05 1015 2025 3035 4045 5055 6065 7075 8085

Pre-Int Post-Int*

Words Correct per Minute

Winston

137 Figure L4

Winston Graphed ORF Data (Cold-Hot Reads During Intervention)

Note. All probes were administered virtually, except for passage 11. Passage 11 was administered in-person.

0 10 20 30 40 50 60 70 80 90 100 110

1 2 3 4 5 6 7 8 9 10 11 12

Words Correct per Minute

Winston

Cold Read Hot Read

138 Figure L5

Winston Graphed ORF Data (Cold-Hot Reads Error Rates During Intervention)

Note. All probes were administered virtually, except for passage 11. Passage 11 was

administered in-person. For passages that do not have a second column, it is assumed the errors per minute were zero.

0 2 4 6 8 10 12 14 16 18 20

1 2 3 4 5 6 7 8 9 10 11 12

Errors per Minute

Winston

Cold Read Errors Hot Read Errors

139 Appendix M Schmidt’s Reading Data Table M1

Schmidt PSF Overall Data

Pre-Int Intervention 1 Intervention 2 Intervention 3 Post-Int Score V/IP Score V/IP Score V/IP Score V/IP Score V/IP

40 PS IP 32 PS V 28 PS V 34 PS V 47 PS IP

Note. V = virtually administered; IP = administered in-person; PS = phonemes segmented.

140 Table M2

Schmidt NWF Overall Data

Pre-Int Intervention 1 Intervention 2 Intervention 3 Post-Int Score V/IP Score V/IP Score V/IP Score V/IP Score V/IP 40 CLS

10 WRC IP 49 CLS

11 WRC V 45 CLS

11 WRC V 55 CLS

18 WRC V 54 CLS

18 WRC IP Note. V = virtually administered; IP = administered in-person; CLS = correct letter sounds; WRC

= words recoded correctly.

141 Figure M1

Schmidt Graphed PSF Data

Note. *Indicates the assessment was administered virtually.

0 5 10 15 20 25 30 35 40 45 50 55 60 65

Pre-Int Int 1* Int 2* Int 3* Post-Int

Phonemes Segmented

Schmidt

142 Figure M2

Schmidt Graphed NWF Data

Note. *Indicates the assessment was administered virtually. CLS = correct letter sounds; WRC = words recoded correctly.

0 10 20 30 40 50 60 70 80 90 100 110 120 130

Pre-Int Int 1* Int 2* Int 3* Post-Int

Schmidt

Score (CLS) Score (WRC)

143 Figure M3

Schmidt Graphed Pre-Post ORF Data

Note. *Indicates the assessment was administered virtually.

05 1015 2025 3035 4045 5055 6065 7075 8085

Pre-Int Post-Int*

Words Correct per Minute

Schmidt

144 Figure M4

Schmidt Graphed ORF Data (Cold-Hot Reads During Intervention)

Note. All probes were administered virtually. Probe 2 does not have a hot read due to time constraints.

0 10 20 30 40 50 60 70 80 90 100 110

1 2 3 4 5 6 7 8 9 10 11

Words Correct per Minute

Schmidt

Cold Read Hot Read

145 Figure M5

Schmidt Graphed ORF Data (Cold-Hot Reads Error Rates During Intervention)

Note. All probes were administered virtually. For passages that do not have a second column, it is assumed the errors per minute were zero. Except, Probe 2 does not have hot read errors due to time constraints.

0 2 4 6 8 10 12 14 16 18 20

1 2 3 4 5 6 7 8 9 10 11

Errors per Minute

Schmidt

Cold Read Errors Hot Read Errors

146 Appendix N Jess’ Reading Data Table N1

Jess PSF Overall Data

Pre-Int Intervention 1 Intervention 2 Intervention 3 Post-Int Score V/IP Score V/IP Score V/IP Score V/IP Score V/IP

40 PS IP 26 PS V 32 PS V 41 PS V 58 PS IP

Note. V = virtually administered; IP = administered in-person; PS = phonemes segmented.

147 Table N2

Jess NWF Overall Data

Pre-Int Intervention 1 Intervention 2 Intervention 3 Post-Int Score V/IP Score V/IP Score V/IP Score V/IP Score V/IP 28 CLS

12 WRC IP 75 CLS

25 WRC V 64 CLS

21 WRC V 80 CLS

27 WRC V 77 CLS

21 WRC IP Note. V = virtually administered; IP = administered in-person; CLS = correct letter sounds; WRC

= words recoded correctly.

148 Figure N1

Jess Graphed PSF Data

Note. *Indicates the assessment was administered virtually.

0 5 10 15 20 25 30 35 40 45 50 55 60 65

Pre-Int Int 1* Int 2* Int 3* Post-Int

Phonemes Segmented

Jess

149 Figure N2

Jess Graphed NWF Data

Note. *Indicates the assessment was administered virtually. CLS = correct letter sounds; WRC = words recoded correctly.

0 10 20 30 40 50 60 70 80 90 100 110 120 130

Pre-Int Int 1* Int 2* Int 3* Post-Int

Jess

Score (CLS) Score (WRC)

150 Figure N3

Jess Graphed Pre-Post ORF Data

Note. *Indicates the assessment was administered virtually.

05 1015 2025 3035 4045 5055 6065 7075 8085

Pre-Int Post-Int*

Words Correct per Minute

Jess

151 Figure N4

Jess Graphed ORF Data (Cold-Hot Reads During Intervention)

Note. All probes were administered virtually.

0 10 20 30 40 50 60 70 80 90 100 110

1 2 3 4 5 6 7 8 9 10 11 12 13

Words Correct per Minute

Jess

Cold Read Hot Read

152 Figure N5

Jess Graphed ORF Data (Cold-Hot Reads Error Rates During Intervention)

Note. All probes were administered virtually. For passages that do not have a second column, it is assumed the errors per minute were zero.

0 2 4 6 8 10 12 14 16 18 20

1 2 3 4 5 6 7 8 9 10 11 12 13

Errors per Minute

Jess

Cold Read Errors Hot Read Errors

153 Appendix O Nick’s Reading Data Table O1

Nick PSF Overall Data

Pre-Int Intervention 1 Intervention 2 Intervention 3 Post-Int Score V/IP Score V/IP Score V/IP Score V/IP Score V/IP

52 PS IP 29 PS V 19 PS V 40 PS IP 43 PS IP

Note. V = virtually administered; IP = administered in-person; PS = phonemes segmented.

154 Table O2

Nick NWF Overall Data

Pre-Int Intervention 1 Intervention 2 Intervention 3 Post-Int Score V/IP Score V/IP Score V/IP Score V/IP Score V/IP 106 CLS

31 WRC IP 107 CLS

32 WRC V 115 CLS

35 WRC V 108 CLS

34 WRC IP 128 CLS 41 WRC IP Note. V = virtually administered; IP = administered in-person; CLS = correct letter sounds; WRC

= words recoded correctly.

155 Figure O1

Nick Graphed PSF Data

Note. *Indicates the assessment was administered virtually.

0 5 10 15 20 25 30 35 40 45 50 55 60 65

Pre-Int Int 1* Int 2* Int 3 Post-Int

Phonemes Segmented

Nick

Dalam dokumen PAWS Together: An Investigation of a Combined Reading and Writing Intervention (Halaman 87-175)