Transcript Targeted Reading Intervention

The Targeted Reading Intervention (TRI):
A Classroom Teacher Tier 2 Intervention to
Help Struggling Readers in Early
Elementary School.
Lynne, Vernon-Feagans, Steve Amendum, Kirsten Kainz,
Marnie Ginsberg Tim Wood and Amanda Bock
Peg Burchinal
Jason Rose
Tim Wood
Jeanne Gunther
Mandy Peters
Iris Padgett
The Targeted Reading Intervention
• Background
– Rural Context
– Struggling Readers
– Previous Interventions
– Theoretical Framework
• Unique elements of the TRI
• Research Design and Results
The Rural Context
(Vernon-Feagans, 2008)
Challenges
• Children are poorer
• Children have lower prereadiness skills
• Housing is poorer
• Distances to services and
schools are greater
• Jobs are lower paying and in
the service sector
• Bus rides are longer
• Teachers are less skilled
• Tax base is lower
Assets
• Children are exposed to less
random violent crime
• More two parent families
• More home ownership
• More child school stability
• Teachers know many of the
families of the children they
teach
• Teachers have more
experience
• Families rate teachers more
favorably
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Background on Struggling Readers
• Children’s early success in reading is critical
for their later schooling success (Juel, 1988;
Foorman et al., 1998)
• Research shows that by the end of first grade
children’s trajectories are set for school
(Alexander & Entwisle, 1988)
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Groups most at Risk for
Reading Failure
• Low income children are the large group least
responsive to interventions (Foorman &
Torgesen, 2001; Torgesen et al., 2006)
• Children who have phonological processing
problems who are often identified as reading
or learning disabled are also less responsive
to intervention (Foorman & Torgesen, 2001)
• Children who have phonological awareness
deficits and children who have rapid naming
deficits (Wolf & Bowers, 1999; Boscardin et
al., 2008)
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Effective Interventions
for Struggling Readers
(Foorman & Torgesen, 2001; Snow et al, 1998, Connor et al., 2007; 2008)
• 1. Explicit Instruction
• 2. Early Intervention in first few grades
• 3. One on one and small group
instruction
• 4. Effective classroom teacher/child
relationships
• 5. Diagnostic Teaching
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Aligned with goals/needs of
rural teachers
•
Can be accomplished without many material or
people resources.
•
Can Be used with any curricula
•
Is supportive of the professional development of
isolated teachers
•
Is sustainable with current Title 1 funding
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Purpose of this Study
To examine the effectiveness of the Targeted
Reading Intervention (TRI) that was designed
to improve the literacy teaching strategies of
teachers in low wealth rural communities,
using an individualized diagnostic teaching
model, with a specific focus on teaching
strategies that are effective with struggling
readers who do not make reading gains using
traditional reading instruction.
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Targeted Reading Intervention
(Tier 2 Intervention)
• Collaborative consultation in the
regular classroom setting with the
classroom teacher ever other
week
• Intensive, diagnostic reading
instruction in one on one sessions
for each struggling reader by the
classroom teacher
• Instructional match in each
teacher/child interaction
• Integration of word attack skills
within the context of words and
text and in guided oral reading
• Daily instruction 15 minutes per
day until child makes rapid
progress
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Integrating
Word Work with Rereading for
Fluency and Guided Oral Reading
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Research Design
• Randomly assigned schools to the intervention
and the control condition. Pair matched schools
on free and reduced lunch, % minority, school
size, and Reading First. All kindergarten and
first grade classrooms were involved
• 5 focal children in each classroom were randomly
selected from those children identified by the
teacher as struggling learners
• 5 non-focal children in each classroom were
randomly selected from those children identified
by the teacher as not struggling learners
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Fidelity
• Teacher report of weekly use of the TRI
by child
• Literacy consultant biweekly rating of
fidelity quality by child (when teacher is
working with that child)
• Moderate fidelity implementation
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Face to Face Reading
Consultation Model
5 elementary schools
14 experimental
18 control classrooms
132 kindergarten children
144 first grade children
Questions
• Was there an intent
to treat effect for the
TRI on basic reading
(LWI and WA from
the WJTA, III)?
– What demographic
characteristics were
associated with the
most or least gain in
reading
• Ethnicity
• SES
• Gender
– What skill
characteristics were
most associated with
gains in
• Phonological
Awareness
• Rapid Naming
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Child Characteristics
EXP
CON
Race
Other
61%
32%
7%
33%
37%
31%
Gender
Male
Female
73%
27%
63%
37%
Parents Married
46%
54%
Maternal Education
M = 11.8
yrs
M = 13.3
yrs
African American
European American
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Teacher Characteristics
# of years teaching
M = 18 yrs
Teacher Age
M = 43 yrs
Teacher Race
White
Black
Other
65%
30%
5%
National Board Certification
5%
Certification type
Temp
Regular
Specific grade certification
10%
40%
50%
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Child Outcomes
(Fall and Spring Testing)
Phonological
Awareness
(CTOPPS)
3 subtests (Blending, Elision, and
Sound Matching)
(If children had scores on two of the
three, we used that score as their
Phonological Awareness score)
Word Attack
(Woodcock
Johnson)
Letter/Word
Identification
(Woodcock
Johnson)
Use W scores (IRT transformations)
Use W scores (IRT transformations)
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Letter Word ID Findings
B
SE
p
δ
Male
3.850446
2.125832
0.0707
-
Mother’s Ed.
-0.709680
0.547419
0.1956
-
Grade
-11.392580
3.435163
0.0009
-
White
4.363675
2.209372
0.0483
-
F Exp vs F
Control
9.823895
4.450911
0.0296
.57
Exp vs Control
8.616490
3.495111
0.0160
.50
RCN*FEvsFC
-0.069668
0.101597
0.5005
-
PA*FEvsFC
4.789295
5.132476
0.3509
-
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Word Attack Findings
B
SE
p
δ
Male
-2.245992
2.946662
0.4478
-
Mother’s Ed.
-0.984551
0.721418
0.1735
-
Grade
-11.574137
5.382240
0.0345
-
White
0.466447
2.931778
0.8736
-
F Exp vs F
Control
10.568869
5.851149
0.0714
- non-sig
Exp vs Control
12.229150
4.639457
0.0086
.41
RCN*FEvsFC
0.235240
0.107925
0.0305
See Plot
PA*FEvsFC
13.112315
6.736151
0.0516
See Plot
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Conclusions
• Regular classroom
teachers with consultation
from literacy consultants
can be effective in helping
struggling readers
progress in reading,
especially when they used
assessment based
intervention like the TRI.
• In addition, they may
also be able to help
children who have
particular deficits that
have been shown to be
difficult to remediate,
such as phonological
awareness deficits and
rapid naming deficits
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Thank You
Targeting instructional match in every interaction…