Transcript Research Based Interventions? How do I know?

Reading Interventions that
Work!
Barb Denbow
Brenda Schulz
January 24, 2008
“The Big Five”
Components of a Balanced Literacy
Program
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Phonemic Awareness
Phonics
Vocabulary
Fluency
Comprehension
Research Based Instruction
• Research addresses results in
achievement in reading
• Achievement is evident in the
larger populations of students generalizable
• Research proves effectiveness
as compared to groups not using
the strategy
• Research is high quality – peer
reviewed
Forsyth’s Response to Intervention
Professional Learning
Summer 2007
• Leadership teams from all schools
• AIMSWeb overview
• Materials database
Ongoing
• Title I / EIP Personnel – effective
instructional practices and book
studies
• Intervention Specialists
• System resource website - ANGEL
Research Based Strategies
What we discovered
• There is a need for deeper understanding of
effective reading research and instruction –
what works.
• Teachers needed confidence in the strategies
they were currently using as well as knowledge
about other research based strategies.
• Everyone needed a “refresher” course in
differentiation.
• Professional learning is needed on how to
provide targeted instruction that effectively
addresses each child’s need.
Consider Student Needs
• Phonemic awareness and phonics
• Phonics and fluency
• Fluency and comprehension
• Vocabulary and comprehension
Phonemic Awareness and Phonics
• Letter names and sounds
• Reviewing letters and
sounds previously taught
• Manipulating phonemes
• Blending sounds
• Segmenting phonemes
automatically
• Elkonin Boxes
Phonics and Fluency
• Work on decoding and reading
decodable text
• Provide activities to learn new
letter patterns
• Review, review, review
• Work with words during small
group time
Fluency and Comprehension
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Guided reading format
Modeling fluent reading
Repeated Readings
Echo Reading, Choral Reading,
Partner Reading
• Cross Age Reading
• Poetry Corner
• Phrasing
Who needs fluency help?
Who Needs
Fluency
Help? 1
*WCPM = Words Correct Per Minute
Hasbrouck, J., & Tindal, G.A. (2006, April). Oral Reading Fluency Norms: A Valuable Assessment Tool for Reading Teachers. The Reading
Teacher 59(7): 636-644.
Who needs
fluency help?
5th Grade Reading Rates
Words Correct Per Minute
250
Low Risk
(50%ile and
above)
225
200
175
Monitor (50%ile
score to 10
words below)
150
125
100
75
Intervention (10
words below 50
%ile score and
down)
50
25
0
Fall
Winter
Season
Spring
Fluency Activity
Kllr Bs
During this activity, look for
the following strategies:
Teacher modeling
Repeated Reading
Progress Monitoring
Vocabulary
“Increasing the volume of students’
reading is the single most
important thing a teacher can do to
promote large scale vocabulary
growth.”
Nagy, 1998
Vocabulary
Recognizing basic sight words
Recognizing prefixes, suffixes
Try this:
Name the 13 words that
account for approximately
25% of all the words in
school text.
Vocabulary
A
For
In
It
That
To
You
And
He
Is
Of
The
Was
Comprehension
Teachers merely assess
comprehension rather than
teach it. Teachers need to
explain or model the process
that the reader engages in
when comprehending a text.
Durkin, 1978
Vocabulary and Comprehension
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Think Alouds
3 X 3 Vocabulary
Concept Definition Maps
Semantic Feature Analysis
List – Group – Label
Text Structure
Story Mapping
Summarization
Vocabulary and Comprehension
• QAR (Raphael 1986)
– Right There – The answer is easy
to find
– Think and Search – The answer
is in the reading but comes from
more than one sentence
– Author and you – The answer is
not in the reading. You think
about what the author tells you
and what you know
– On my own – The answer is not in
the reading. You think about
what you know.
Comprehension
Four research-based strategies
for comprehension are:
– Predict
– Question
– Clarify
– Summarize
Reciprocal Teaching
• Video Clip from Reading
Rockets
• www.readingrockets.org
Reciprocal Teaching
Activity
• Work with your neighbor and write
the four parts of Reciprocal
Teaching on the corresponding four
flaps of your paper.
• Open the flap and write questions,
draw a picture, or add notes that
help you remember each part and its
function.
• Share with your neighbors.