Mark’s Shell

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1、Improving Outcomes for ALL Students Through Response to Intervention:Effective InterventionsGary L.Cates,Ph.D.Illinois State University Research Supported Reading Interventions Across a Three Tier Model of Support5 Big Areas of Reading Based on 30 Years of Research Phonemic Awareness(PA):ability to

2、hear and manipulate individual sounds in oral language Phonics(P):understanding and connecting letters of written language with sounds of oral language Fluency(F):reading text accurately and quickly Vocabulary(V):oral or reading language needed for effective communication Comprehension(C):purposeful

3、 and active strategies for understanding written languageExample of 3-Tier Level InterventionsTimeCurricular FocusCurricular BreadthFrequency of Progress MonitoringTier I905 areasCore3X Yearly or greaterTier 2120Less than 5Core+SupplementalMonthly or greaterTier 31802 or lessCore+Supplemental+Intens

4、iveWeeklyReadingThings to keep in mind about interventionsIntensive and focused it should give struggling readers a chance to practice a limited set of skills with immediate corrective feedback.Intervention is in addition to core reading program!Intervention starts at the lowest skill that is defici

5、ent then moves up the continuum as children reach automaticity and mastery Example:Focus on students proficiency with recognizing and expressing initial sounds before teaching segmentation of all sounds in wordsI N S T RUCTIO NAL P L ANNING F O R M:5 B I G A REAS OF R E ADINGT E ACH ER_G RADE _5 BI

6、GARE AS:T E ACH IN GS TRAT E G Y(e.g.r ou ndro bin,rec ip rocalteac hing,rea da lo ud s,e tc.)MAT ER I AL SW HOLEG R O U P/S MALLG R O U PT I MEP ERDAYM O T I VATIO NALS TRAT E G IESP H O N E MI CAWARE NE SS(K-2)P H O N I C S(K-2)F LUENC Y(K-6)V O CAB UL ARY(K-6)C O M P RE HEN S IO N(K-6)UNIVERSAL T

7、IER 1:Benchmark/Core Programs(Elem):1.Rigby Literacy(Harcourt Rigby Education,2000)2.Trophies(Harcourt School Publishers,2003)*3.The Nations Choice(Houghton Mifflin,2003)4.Macmillan/McGraw-Hill Reading(2003)5.Open Court(SRA/McGraw-Hill,2002)*6.Reading Mastery Plus(SRA/McGraw-Hill,2002)7.Scott Foresm

8、an Reading(2004)8.Success For All(1998-2003)Wright Group Literacy(2002)9.Read Well*Reviewed by:Oregon Reading First and FCRRComprehensive:Addressed all 5 areas and included at least grades K-380%of Students15%5%Peer-Assisted Learning Strategies(PALS):A Multiple Strategy InterventionPALS Research Bas

9、ed on Juniper Gardens ClassWide Peer Tutoring Model Has over 10 years of experimental research Used in Title 1 and Non-Title 1 Schools Implemented in urban and suburban schools Includes high,average and low achievers as well as students with disabilities Available in reading and mathCritical Feature

10、s of PALS Supplemental reading practice several times per week(30-45 minutes each session,depending on grade level and activities)Structured activities Reciprocal roles(Coaches and Readers)Individualized support-corrective feedback More time on task with active engagement Inclusion of all students w

11、ith built-in opportunities for success Facilitation of positive peer interactions Opportunities to monitor student progress Practical and Effective StrategiesGeneral Procedures for PALSPALS is conducted three times each week(about 30-45 min.per session)but four times is recommended in Title 1 school

12、s or very low achieving schoolsStudents are rank ordered,split in half,and strong readers in top half are paired with weaker readers in bottom halfEach pair is assigned to one of two teamsTeams and pairs remain together for 3-4 week,and partners work to earn points for their time each weekWithin pai

13、rs,the stronger reader read first to provide a model,but coach and reader roles are switched during each activityPartners read text at the level of the weaker reader.Teachers monitor students,provide help,and award bonus points for good tutoring behaviors.PALS Activities for Kindergarten and First-G

14、rade Students-Includes Teacher-Led Practice and Partner Activities Conducted in Pairs Phonological Awareness(e.g.,saying first and last sounds,rhyming,counting sounds,segmenting,and blending)Letter-Sound Correspondences(e.g.,letters and letter combinations)Decoding(e.g.,words and sentences)Fluency(e

15、.g.,sight words,stories,and book reading)PALS in Grades 2-6 Partner Reading(11-12 minutes)-Stronger reader reads for 5 minutes-Weaker reader rereads the same text for 5 minutes-Weaker reader retells selection for 1 min.ion grades 2-3 and for 2 min.in grades 4-6 Paragraph Shrinking(10 minutes)-Strong

16、er reader reads new text,stopping to summarize after each paragraph;states the most important who or what,tells what mainly happened,and gives main idea statement in 10 words or less(5 min)-Weaker reader continues with new text using same procedure(5 min)-PALS in Grades 2-6(Continued)Prediction Rela

17、y(10 minutes)-Stronger reader makes prediction for next half page,reads half-page,stops to verify prediction for 5 minutes-Weaker reader continues with new text using the same strategy for 5 minutesError Correction in PALS Reading aloud-Stop,You missed this word.Can you figure it out?Read the senten

18、ce again.-Reader waits longer than 4 seconds.)The word is _.What word?Good!Read the sentence again.Paragraph Shrinking-Thats not quite right.Skim the paragraph and try again.(Decide-correct,give points.Incorrect,tell the answer Practice-Stories-Goldilocks and Little Red Riding Hood-Prompt cardUNIVER

19、SAL TIER 1(Middle and High School)Building Continuously Improving General Education InstructionUse of Teaching Routines and Learning Strategies(Kansas)Well Designed Curriculum with“Big Idea”FocusEffective Secondary Classroom Management Study and Organizational SkillsCurriculum Modification80%of Stud

20、ents15%5%TIER 2 TARGETED:Strategic/Supplemental(Elementary):1.Early(Soar to)Success(Houghton Mifflin)2.Reading Mastery(SRA)3.6 Minute Solutions-F4.Great Leaps(Diamuid,Inc.)*PA,P,F,5.REWARDS(Sopris West)*P,F6Ladders to Literacy(Brookes)7.Read Naturally*-F8.Peer Assisted Learning Strategies:KPALS(PA,P

21、)and PALS*-,F Earobics*(Tier III too)-PA9.Project READ*(Tier III too)80%of Students15%5%TIER 2 TARGETED:Strategic/Supplemental(Middle School):1.Early(Soar to)Success(Houghton Mifflin)2.Reading Mastery(SRA)3.Early Reading Intervention(Scott Foresman)4.Great Leaps(Diamuid,Inc.)*-P5.REWARDS(Sopris West

22、)*-P6Ladders to Literacy(Brookes)7.Read Naturally*-F8.Peer Assisted Learning Strategies(PALS)*-F80%of Students15%5%TIER 2 TARGETED:Strategic/Supplemental(High School):Consultation Support80%of Students15%5%TIER 3:INTENSIVE Intervention(Elementary)1.Corrective Reading(SRA)*2.Language!(Sopris West)3.W

23、ilson Reading System*(Tier 2 also)4.Reading Mastery 5.Earobics(phonics/phonemic awareness;Cognitive Concepts)6.Great Leaps/Read Naturally(Fluency)(Tier II also)7.REWARDS(Fluency,Comp.and Vocab.in Plus Program)Soar to Success(comp.)8.Wilson Reading Program*9.Lindamood Phonemic Sequencing Reading Curr

24、iculum*80%of Students15%5%TIER 3:INTENSIVE Intervention(Middle School and High School)1.Corrective Reading(SRA)*2.Failure Free Reading*Language!(Sopris West)3.Wilson Reading System*4.Reading Mastery 5.Earobics(phonics/phonemic awareness;Cognitive Concepts)6.Great Leaps/Read Naturally(Fluency)7.REWAR

25、DS(Fluency,Comp.and Vocab.in Plus Program)8.Soar to Success(comp.)9.Lindamood-Bell Programs*(Phonics)10.Spell-Read P.A.T*80%of Students15%5%Examples of Other Reading Interventions for Five Big Areas of Reading More detailed instructions for the implementation of the following and other reading inter

26、ventions can be downloaded at Acquisition-Letter or Sound Naming Bingo A fun way to teach letter names or letter-sounds Make copies of bingo cards and the picture and letter-squares If the student draws the picture square,the student names the picture and gives the first letter of the name.Any stude

27、nt who has that letter on his or or card,should place a bingo chip on it.If a letter square is drawn,without showing the students the card,read the letter name to the student.Any student with that letter on their card should place a bingo chip on it.Critical Dimensions of Phonemic Awareness Blending

28、:“Ill say the sounds of a word.You guess what the word is.What word is this?/fffuuunnn/Segmenting:“Im going to say a word,and then Ill say each sound in the word.Listen carefully.“man”/m/a/n/Now Ill say a different word and you tell me each sound that you hear.Phoneme Deletion or Substitution Deleti

29、on:“Im going to ask you to say a word and then to say it again without one or more of its sounds.Say“sat”.Now say it again,but dont say/s/(“at”).-Say“plate”but dont say/p/.(“late”)-Say“plane”but dont say/n/(“play”)Substitution:Say“plane”but change/pl/to/tr/(“train”).Phonics Systematic and Explicit P

30、honics Instruction significantly improves young childrens decoding,spelling,and reading comprehension and older students word reading and oral text reading skills.-Systematic:logical sequence and careful selection of letter-sounds for instruction-Explicit:precise directions for teachers or careful w

31、ording to emphasize accurate models for students and to make letter-sound relationships and conspicuousWhy is Phonics Instruction So Challenging for Many Teachers?Many teacher preparation programs do not provide training in phonics instruction The English alphabet contains 26 letters but we use roug

32、hly 44 phonemes.These sounds are represented by as many as 250 different spellings(e.g.,/f/as in ph,f,gh,ff)Many core beginning reading programs have not emphasized systematic and explicit phonics instructionPhonics Instruction Use a functional sequence of letter-sounds,one that leads to rapid succe

33、ss in reading words.Provide opportunities for practicing decoding skills both in word lists and in connected text.Systematic and Explicit Phonics Instruction Introduce most common sound for a new letter/k/for“C”Separate instruction of potentially confusing letters due to visual or auditory similarit

34、y h/n,e/I.b/d)May introduce lower case letters first(more functional)Start with high-utility letters(s,t,m,and vowels,not z,x)Systematic and Explicit Phonics Instruction(Cont.)Select words that start with continuous sounds rather than stop sounds when beginning to sound out words-or for blending to

35、sound and segmenting practice(use“mat”before“bat”)Potential sequence for introducing letters Fluency Repeated and monitored oral reading significantly improves reading fluency and overall reading achievement Caution:Silent,independent reading with little guidance or feedback may not be enough to imp

36、rove fluency and overall reading achievementWhy Fluency is Important More fluent readers focus their attention on making connections among the ideas in a text and between these ideas and their background knowledge.Therefore,they are able to focus on comprehension Less fluent readers focus their atte

37、ntion primarily on decoding and accessing meaning of individual words.Therefore,they appear to have little attention left for comprehending connected textFluency Interventions Model fluent reading.Have students reread text themselves.Read aloud daily.Students should read aloud repeatedly with guidan

38、ce.Use text at independent level(approx 95%accuracy)Use adults,peers,or tape recorders for modeling and practicing one to one(although can do class wide partner reading).Choral reading may engage groups of students.Fluency Interventions(Cont.)Activities can include:-Student-adult reading-Choral read

39、ing-Tape-assisted reading-Partner Reading-Readers theatreVocabulary Many words are learned indirectly through everyday experiences with oral and written language(e.g.,conversations,listening to others read,reading independently).However,some vocabulary words must be taught directly through specific

40、word instruction or through word-learning strategiesDirect Vocabulary Learning:Specific Word Instruction Direct vocabulary instruction aids in comprehension However,a text may have too many unknown words for direct instruction-be selective with vocabulary.Students do not have to know all words in or

41、der to understand text.Words selected should be important,useful,and difficult.Teach specific words prior to reading text(e.g.,use a model,synonym,or definition)Repeat exposure to vocabulary often and in many different contexts Teach word-learning strategies(use of dictionaries and other reference t

42、ools,contextual clues,word parts)Direct Vocabulary Learning:Specific Word Instruction(Cont.)An important aspect of teaching vocabulary is selecting a set of appropriate examplesExamples for Specific Word Instruction Model the concept“above”.Use hand or object and place above or not above other objec

43、ts(demonstrate position).Teach meaning or“gigantic”by using the known synonym“large”.Connect to prior knowledge,check with examples and non-examples,and use in sentences Teach meaning by providing definition”:“exit-a door that leads out of the building.Is this(point to front door)an exit or not?How

44、do you know?Comprehension IS the reason for reading Comprehension is both purposeful and active.Good readers have a purpose for reading,and they think actively about what they are reading as they are doing it(metacognition-monitoring understanding during reading and applying“fix up”strategies,such a

45、s adjusting reading speed and rereading;also checking understanding afterward).Effective Comprehension Strategies Comprehension Monitoring-involves students using a set of steps to recognize when they have difficulty understanding Graphic and semantic organizers(webs,charts,frames)-to illustrate rel

46、ationships among ideas and events Summarizing-involves synthesis of important idea;helps to identify main ideas,eliminate unnecessary information,and remember content Answering questions and generating own questions-helps students to establish purpose,focus,attention,think,and monitor actively,revie

47、w content,and relate content to prior knowledge.Comprehension Strategies(cont).Story Structure-knowledge of story parts(e.g.,characters,setting,problem,sequence of events,problem resolution)facilitates comprehension Cooperative learning-students work together to apply comprehension strategies.Effect

48、ive with clearly defined tasks and content-area reading.Multiple-strategy instruction-students use different strategies flexibly as needed to assist their comprehensionComprehension Strategies Should Be Taught Directly As with other“big ideas”in reading instruction,comprehension strategies must be t

49、aught explicitly-Provide explanations-why strategy helps and when it should be applied-Model or demonstrate strategy-think aloud-Provide guided practice using strategy-Scaffold assistance during practice opportunities until students become independent in applying strategyLetter Name Acquisition-Disc

50、rete Trial Learning Give the student an unknown letter-name probe.Two Known letter cards and 1 unknown letter cards are placed in front of the student Tell the student to point to the unknown card.A)If the correct letter is named,the cards are mixed and placed in front of the student who is asked to

51、 point to the unknown letter again.When the student is able to correctly point to the unknown letter five times the letter becomes known.Letter Name Acquisition-Discrete Trial Learning Then,one of the original known cards is removed leaving the new known card and the old known card.Finally a new unk

52、nown card is added to the grouping.B)If an incorrect letter is named,the student is told the correct name and asked to repeat the correct letter name.Then the cards are mixed and placed in the front of the student again.The examiner asks the student to point to the unknown letter.Steps 2&3 are repea

53、ted until all of the unknown cards are considered knownLetter Naming-Listening Passage Preview Place the Letter naming probe in front of the student.Explain that the examiner will read the probe to them before the student is allowed to read it to them.May need to point to each letter as they read th

54、e probe in order to keep the students attention Read the probe correctly Allow the student to read the probe and note any errors.Repeat with different probes as often as desired.Research Based Interventions-Reading Fluency Repeated Reading Objectives:To increase fluent reading on passages students r

55、ead with high accuracy In repeated readings of the same passage,the student tries to beat his/her previous score(errors and rate)Materials:Texts that the student can read with at least 95%accuracyResearch Based Interventions-Reading Fluency Duet Reading Objective/Method:To increase fluent reading pa

56、rticularly for students who lose their spot or just dont get to the next word quickly enough.First Reading-student reads a passage aloud.Second Reading-Teacher and student take turns reading EVERY OTHER WORD.Third Reading-Student reads the entire passage alone Materials:Short texts that the student

57、can read with at least 95%accuracyResearch Based Interventions-Reading Fluency-Newscaster Reading Objective:To increase prosody(expression)for students who have difficulty with phrasing and expression Materials:Short texts at the students instructional level(can read with at least 95%accuracy)Resear

58、ch Based Interventions-Reading Fluency-Newscaster Reading Teacher reads with excellent expression-just slightly(about 10%)faster then the student reads.If the student doesnt keep going with your voice,say“uh,oh,keep your voice with mine and start again until they keep up”.Research Based Intervention

59、s-Reading Fluency-Partner Reading Objective:Given a selected text,students will increase fluency by rereading it.Materials:Copies of short texts at lower-performing readers instructional level for each pair of participating students.This can be a whole class intervention(Tier I)Sentence Repeat(Fluen

60、cy)At the start of the reading session,student is told,“If you come to a word that you do not know,I will help you with it.I will tell you the correct word while you listen and point to the word in the book.After that,I want you repeat the word and then read the rest of the sentence.Than I want you

61、to read the sentence again.Try to best not to make mistakes”.Research Based Interventions-Self-Monitoring-Pencil Tap Objective:To increase self-monitoring and self-correction of errors in reading among students who read with low accuracy.Materials:Short texts at the students instructional levelCarbo

62、 Methods-Fluency Method to record books to achieve maximum gains in fluency.Record 5-15 minutes at a typical pace for instructional level material and have student listen to the tape once.For difficult material,record no longer than 2 minutes at a slow pace with good expressions and student listens

63、2-3 times.After listening,student reads the passage outloud.Word Attack Hierarchy(Phonics)Instructor prompts the student to apply a hierarchy of word-attack skills whenever the student misreads a word.The instructor gives these cues in descending order.If the student correctly identifies the words a

64、fter any cue,the instructor stops delivering cues at that point and directs the student to continue reading.Do not correct minor errors(e.g.,misreading or dropping the or a,dropping suffixes such as-s,-ed,-ing.Comprehension-Prior Knowledge:Activating the Known Through a series of guided questions,th

65、e instructor helps the student activate their prior knowledge of a specific topic to help them comprehend the content of a story or article on the same topic.Comprehension-Prior Knowledge:Reciprocal Teaching This intervention package teaches students to use reading comprehension strategies independe

66、ntly including text prediction,summarization,question generation,and clarification of unknown or unclear content.Comprehension-Text Lookback Text lookback is a strategy that students can use to boost their recall of expository prose by looking back in the text for important information.Student write lookback questions for assigned readings.Must teach skimming to be effectiveComprehension:Click or Clunk Students periodically check their understanding of sentences,paragraphs,and pages of text as t