**5. Results**

The entire study lasted for 21 weeks. The first five weeks was spent establishing a baseline using the DIBELS-ORF passages, and the student regularly attended school. The first treatment phase lasted six weeks and was comprised of regular schooling and after school Read Like Me tutoring. Neither DIBELS-ORF nor the MDFS was administered during the first week of tutoring, as the student was assessed at the end of the week prior by the primary researcher. The second treatment phase lasted six weeks and only included the Read Like Me tutoring because of the year-round school's summer break. Overall the student engaged in Read Like Me tutoring for approximately 1080 minutes. Once the child resumed regular schooling, the tutoring was removed, and the student was assessed once per week to reestablish a baseline. The student also took the GMRT-4 the week before (form S) and after (form T) the intervention phase.

#### *5.1. Word Recognition Automaticity*

The initial baseline revealed, on average, that the student read around 12 words correctly per minute, and there appeared to be a slight downward trend (Figure 1). The student's baseline was not perfectly stable because of one slight anomaly (test 3) where the student performed below normal. However, the remaining four assessments were quite consistent (14, 15, 13, 13). With this in mind, the researchers agreed that an adequate baseline was established.

During the school + intervention phase, there was an apparent steep positive trend. At the onset, the student read between 17 and 18 words correctly per minute, but after a few weeks, the student's score was in the 40s. Conversely, during the intervention phase without regular schooling, the researchers observed a dip and another slight downward trend. However, on average, the student was still performing better (21 Words Read Correctly Per Minute; WCPM) than the baseline (12 WCPM). Finally, the baseline was reestablished and was considered relatively stable around 23 WCPM.

**Figure 1.** Weekly word recognition automaticity scores based on Dynamic Indicators of Basic Early Literacy Skills (DIBELS-ORF).

#### *5.2. Reading Prosody*

The initial baseline was stable, and the student was consistently rated a four using the MDFS rubric (Figure 2). During the school + intervention phrase, the student was rated a four until the final week, when he was rated at a level six. As can be seen in the next intervention phase, the student continued to grow in reading prosody, achieving a rating of nine the final two weeks. When the intervention was removed and school resumed, the student remained a nine but showed no further growth in reading prosody.

**Figure 2.** Weekly prosody scores based on the Multidimensional Fluency Scale (MDFS).

#### *5.3. Decoding, Word Knowledge, and Reading Comprehension*

Due to the length of the GMRT-4, and the limited forms, the assessment was not used in a single-subject experimental manner. Instead, the GMRT-4 was administered as a pre- and posttest to obtained standardized scores in order to measure growth of the student's decoding skills, word knowledge, and reading comprehension. At the onset of the study, the student correctly answered 11 decoding questions, 15 questions in the word knowledge section, and only correctly answered two of the reading comprehension questions. Then, 12 weeks later, after receiving six weeks of school + intervention and intervention only, the student scored higher on all three measures, especially in reading comprehension where he scored 12 times better than before (Figure 3).

**Figure 3.** Pre- and posttest results from the Gates MacGinitie Reading Test (4th Edition) for second grade (GMRT-4).
