Transcript The SLP and Response to Intervention_An Integrated Approach

The SLP and Response to
Intervention: An Integrated Approach
Ann T. Brown, MA CCC-SLP
Literacy and Communication Specialist
University of Texas Elementary Charter School
University of Texas Elementary
• Mission: To provide rigorous, research-based
curricula and individualized instruction with high
expectations in a nurturing environment
• Student Population: 68% Hispanic, 18%
African American, 13% White, 1% Asian
64% economically disadvantaged
• Outcomes: Reading 96%, Writing 100%, Math
98% of students passed the TAKS
Definition
“LITERACY IS AN INDIVIDUAL’S ABILITY TO
READ, WRITE, AND SPEAK AND
COMPUTE AND SOLVE PROBLEMS AT
LEVELS OF PROFICIENCY NECESSARY
TO FUNCTION ON THE JOB AND IN
SOCIETY, TO ACHIEVE ONE’S GOALS,
AND TO DEVELOP KNOWLEDGE AND
POTENTIAL.” National Literacy Act of
1991
Roles of Speech-Language
Pathologist in Reading and Writing
• Preventing written language problems
• Identifying children at risk for reading and writing
problems
• Assessing reading and writing
• Providing intervention and documenting
outcomes for reading and writing
• Providing assistance to general education
teachers, parents and students
• Advocating for effective literacy practices in the
school and expanding the available knowledge
base
(Asha, 2001)
Language-Based Reading Problems
• Any of the components of language-phonology, morphology, semantics,
syntax, pragmatics
• Problems in production,
comprehension and awareness of
language at the sound, syllable, word,
sentence or discourse level
• Difficulties in using language to
communicate, think and learn
Response to Intervention Model
• Universal Screening
• High quality, research-based instructional
strategies
• Continuous progress monitoring
• Data-Based decision-making
• Collaborative Teams for monitoring student
progress and determining needs
• Documented fidelity in implementing explicit,
intensive instruction
Research-Based Instructional Strategies
• UTES 3-Tiers of Instruction
www.utelementary.org
• What Works Clearinghouse
ies.ed.gov/ncee/wwc/findwhatworks.aspx
• The National Center for RTI
www.rti4success.org/resources
Universal Screening
• Dynamic Indicators of Early Literacy
Skills DIBELS/ DIBELS NEXT
• Texas Primary Reading Inventory
• Developmental Reading Assessment
• Classroom Assessments
DIBELS NEXT
• Benchmarks are administered BOY,
MOY and EOY
• Assessments include: Letter Naming
Fluency, First Sound Fluency, Phoneme
Segmentation Fluency, Non-word
Reading Fluency, Oral Reading
Fluency, Retell Fluency, DAZE
• Progress is monitored weekly for at-risk
students
Data-Driven Decision-Making
• Data collected weekly and graphed
• Team meets every 5-6 weeks to review
progress
• If student is not at or above the aim line,
changes are made to the intervention,
intensity, group, tier of instruction, etc.
Interventions Address the Five Key
Literacy Skills
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Phonemic Awareness
Alphabetic Principle
Decoding and Word Study
Fluency
Comprehension and Vocabulary
Speech and Language Interventions
• Tier II Interventions in phonology and
phonological awareness, vocabulary and
story telling
• Pre-Kindergarten Shared Storybook Reading
• Kindergarten classrooms phonemic
awareness and vocabulary units
• Articulation Lab
• Small group and whole class interventions
Interventions
• Early Elementary: K-3
– Phonological Awareness: Explicit practice
in segmenting and blending sounds and
syllables
– Learning the Code: Sound-Symbol Skills
– Metalinguistic Awareness: ing, ed, word
parts
– Developing Fluency
– Story Grammar and comprehension
Interventions
Later Elementary: grades 3-5
• Reading—knowledge of derivational
morphology and orthographic patterns,
fluency, text structures and genres,
different purposes for text, strategies for
managing styles of reading, strategies for
facilitating comprehension, storage and
retrieval
• Writing—Productivity/fluency (# of words
written) , syntactic maturity, vocabulary,
spelling/morphology, text organization,
conventions
Interventions
• Phonological Awareness
– Elkonian procedures using concrete
surrogates
– Neuhaus Reading Readiness
– Phonological Awareness Kits
– Road to the Code
– Florida Center for Reading Research
www.fcrr.org
Interventions
• Alphabetic Principle
– Road to the Code
– Road to Reading
– Neuhaus Reading Readiness
– Lindamood Phoneme Sequencing Program
(LIPS)
– Florida Center for Reading Research
Interventions
• Decoding and Word Study
– Responsive Reading
– Wilson FunDations
– Wilson Reading Program
– SPELL: Kenn Apel
www.txsha.org/_pdf/pdf/Apel,%20KenWork%20Study-Major%20Spkr.pdf ·
– REWARDS
– Great Leaps
Interventions
• Fluency
– Repeated Readings: Read Naturally, Quick
Reads
– Phrasing
– Activate Background/Topic Knowledge
– Brainstorm Associated Vocabulary
– Fluency Shaping Strategies
Interventions
• Comprehension and Vocabulary
– Narrative Language Interventions
– Text Organization Structures
– Word Study
– Context and Schema Organization
– Wh Questions
– Main Idea, Inference, Summarizing
– CARS and STARS
References
• Apel, K. (2007) Word Study: Using a Five Block
Approach to Improving Literacy. A presentation at
Texas Speech and Hearing Association Meeting.
• ASHA Roles and Responsibilities for SLPs with
Respect to Reading and Writing in Children and
Adolescents (2001) www.asha.org, PS 2001-00124
• Denton, C.A. & Hocker (2004), J.L. Responsive
Reading Instruction, Vaughn Gross Center for
Reading and Language Arts at the University of
Texas
• Florida Center for Reading Research, www.fcrr.org
References
• Kaminski, R.A. & Good III, R.H. (2011) Dynamic
Indicators of Basic Literacy Skills, NEXT. Dynamic
Measurement Group: Sopris Publishing Company
www.soprislearning.com
• Lindamood LIPs, www.lindamoodbell.com
• Mercer, C.D. & Campbell, K. (1998) Great Leaps
Reading Program, www.greatleaps.com
• Moreau, M. & Fidrych, H. (1998). Thememaker:
Expository Concept Mapping For Thinking, Speaking,
Reading and Writing in the Information Age.
www.mindwingconcepts.com
References
• Moreau, M. & Fidrych, H. (1998). Thememaker:
Expository Concept Mapping For Thinking, Speaking,
Reading and Writing in the Information Age.
www.mindwingconcepts.com
• Neuhaus Reading Readiness, www.neuhaus.org
• Read Naturally, (2007), www.readnaturally.com
• Wilson, B.A. (2002) Wilson Learning System.
www.wilsonlanguage.com
• Wilson, B.A. (2002) FUNdations,
www.wilsonlanguage.com
References
• Bell, N. (2007). Visualizing and Verbalizing for
Language and Thinking, Gander Publishing
Company, www.ganderpublishing.com
• Voyager Passports (2008), Voyager Expanded
Learning: Dallas
• Strategies to Achieve Reading Success (2006).
curriculumassociates.com
• Blachman, B. et. Al. (2000) Road to the Code
www.brookespublishing.com
• Blachman, B. et. Al. (2008). Road to Reading
www.brookespublishing.com