82. Which of the following is the best example of a short-term reading objective to include in an IEP for Grant, a sixth-grade student with a specific learning disability who is functioning on a fifth-grade level for reading?
Answer: D
Grant will correctly highlight the main idea after reading a passage at the 5.0 instructional level in 4 out of 5 opportunities per trial over a two-week period.
This objective is specific, measurable, and time-bound, making it the best example of a short-term reading objective for Grant. It focuses on a key reading comprehension skill—identifying the main idea—appropriate for his current instructional level.
A) Grant will write a summary after reading a passage at the 5.0 instructional level, with correct grammar and punctuation, by the end of the school year.
While this objective is relevant, it is not a short-term goal as it extends over the entire school year. Additionally, writing a summary involves higher-level cognitive skills than merely identifying the main idea, which may not be suitable for Grant's current reading capabilities.
B) Grant will orally retell a grade-level narrative story read in class, with fluency and prosody, with 80% accuracy.
This option targets oral retelling, which is a valuable skill, but it does not directly assess reading comprehension at the same instructional level as the reading material. Moreover, it lacks the specificity and measurability of the correct option, particularly in terms of the timeframe.
C) Grant will correctly decode a list of ten CVC words with 75% accuracy in 4 out of 5 opportunities by the end of the first marking period.
Although decoding CVC words is an essential skill, this objective does not directly assess reading comprehension or the ability to extract meaning from text, which is the main focus of the question. It also does not relate to the complexity of the reading material, which is at the 5.0 instructional level.
D) Grant will correctly highlight the main idea after reading a passage at the 5.0 instructional level in 4 out of 5 opportunities per trial over a two-week period.
This option is the most appropriate as it is specific to Grant's instructional level and focuses on comprehension, a crucial area for a student with a learning disability. It is measurable and time-bound, thereby allowing for clear assessment of progress.
Conclusion
The selected objective effectively targets an essential reading comprehension skill suitable for Grant's level and provides a clear framework for assessment within a short timeframe. Other options either extend beyond the short-term goal, focus on unrelated skills, or do not align with the reading comprehension emphasis needed for Grant's educational plan. Thus, option D stands out as the most fitting choice.