Identifying and Intervening with Kindergarten Students

At Risk for Reading Failure

By Pam Gentry, NCSP, LEP

Editor’s note: There are many school psychologists interested in expanding their practice, but lack knowledge, skill or confidence, or are simply not sure how to get started and keep it going. This is the second in a series of articles aimed at serving as inspiration and guidance to help you to develop your own plan.

During the first week of school last year, Laurie Leon, speech/language pathologist, and I were discussing the need for intervention programs for Lakeport Elementary School kindergarten students who are at risk for reading failure. Over the summer, Ms. Leon had researched the importance of phonemic awareness training and she knew that I have been recommending this as an intervention with many of the students I assess.

            With this conversation, the idea was born. I had previously received some training on the DIBELS Program (Dynamic Indicators of Basic Literacy Skills), and knew that this quick assessment tool could be downloaded through the University of Oregon web site. In addition, for only $1 per student per year, assessment results could be input on the DIBELS website database and a variety of reports produced, including color graphics.

Ms. Leon and I met with Erin Hagberg, the school principal, and presented our plan to use the DIBELS to assess our kindergarten students and to then provide small-group phonemic awareness training to those students most “at risk” based on these results. She was very enthusiastic about our proposal and agreed to support us in any way she could. Connie Smith, the Lakeport Unified School District Student Support Services director, and my supervisor, also encouraged our plan, especially since she was looking for ways to decrease special education referrals by

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