Transcript Targeted Reading Intervention

Accelerating Students’ Growth with
the Targeted Reading Intervention
(TRI)
A Dual-Level Professional Development Intervention
for K-1 Classroom Teachers and their Struggling Learners
Marnie C. Ginsberg
Steve Amendum
National Reading Conference
2007
“Because effective early reading
intervention will always be costly in
terms of time, money, and effort, the
reading field must strive to develop and
test efficient, adaptable ways to provide
such intervention.”
-- D. Morris, Tyner, & Perney, 2000
Purpose
Our purpose is to describe how theory
and research informed the development
of the Targeted Reading Intervention
(TRI)–a dual-level reading intervention,
integrating early intervention &
professional development
for the benefit of primarygrades teachers and their
struggling students.
Transactional model of early
reading development
Motivation:
Guthrie’s
Reading as
Engagement
Cognition:
Share’s SelfTeaching
Hypothesis
Child
Teacher
The
Relational:
Literacy via the
teacher-child
relationship
(Pianta)
Explaining
Cumulative
Effects:
Stanovich’s
Matthew
Effects
The Interaction of Decoding &
Sight Words
How did theory and research
inform the TRI instructional
design?
From theory to TRI practice
• Share’s SelfTeaching
Hypothesis
• Guthrie’s Reading
as Motivation
• Stanovich’s
Matthew Effects
• Literacy via the
teacher-child
relationship (Pianta)
• Integrating phonemic awareness,
phonics, & sight word practice in the
context of real words; student
discovery
• Beginning with books; focusing on
student’s interests; hand’s on
activities; constant challenge;
responding to the student
• Early intervention; enhancing
pedagogical & content knowledge of
classroom teacher; comprehensive
model of reading; instructional
continuity
• 1-on-1 time daily; responding to the
student’s responses; instructional
continuity
The
Targeted
Reading
Intervention
Model
How did theory and research
inform the TRI professional
development design?
Professional development: theory &
research to practice
• Content knowledge  more
effective teaching
• Knowledge of early reading
development; efficient reading
strategies; diagnostic thinking skill
• Coaching teachers as they learn
reading content and pedagogy
• Ongoing collaborative
consultation; diagnostic thinking
(Carreker et al., 2005; Cooter, 2003;
Timperley & Phillips, 2003)
(e.g., Blachowicz, Obrochta, & Fogelberg,
2005; Cooter, 2003)
• Integrated with teachers’ daily
work and school lives
• Focused on one struggling reader
& their daily performance
(Kelleher, 2003; Taylor & Pearson, 2004;
Taylor, Pearson, Peterson, & Rodriguez,
2005)
• Site-based learning communities
working toward common goals;
driven by student assessment data
(Guskey, 2003; Hasbrouck & Denton, 2007;
Morris, Chrispeels, & Burke, 2003; Taylor &
Pearson, 2004; Taylor et al., 2005)
• Weekly/bi-weekly problem-solving
team meetings, revolving around
individual student’s daily
performance
What is the instructional
framework of the TRI
and why is it unique?
What is the
Targeted Reading Intervention?
• For struggling K-1
students
• Intensive, diagnostic
reading instruction
• Daily; 15-20 minutes
• Given by the
classroom teacher
• One-on-one  small
groups
• Rapid reading growth
What makes the TRI unique?
The combination of
–Classroom teacher tutors
–Teacher-student relationships
–Individual diagnostic teaching model
–Real reading from the start
–Integrating phonemic awareness, phonics, &
alphabetic principle from the start
–Always in the context of words
–Letter-sound knowledge
–Mapping sounds to print
–Low cost/adaptability
TRI framework
Re-Reading for Fluency
(~2+ minutes)
Word Work
(~8+ minutes)
Guided Oral Reading
(~5+ minutes)
TRI Extensions
TRI framework
Re-Reading for Fluency
(~2+ minutes)
TRI Extensions
TRI framework
Word Work
(~8+ Minutes)
TRI Extensions
Initial word work strategies
Word Work
(~8+ minutes)
– Segmenting
Words
– Change One
Sound
– Read, Write, &
Say
– Pocket Phrases
The Interaction of Decoding &
Sight Words
TRI framework
Guided Oral Reading
(~5+ minutes)
TRI Extensions
The
Targeted
Reading
Intervention
Model
What makes the TRI
professional development
unique?
What makes the TRI Professional
Development unique?
Ongoing collaborative consultation:
• TRI Consultant, in NC, provides support all year
• On-site Consultant, for K-1 teachers
– Facilitates the TRI Professional Development process
– Serves as leader for school-wide capacity building
• Bi-weekly individual consultation
– Via webcam
– Focus on the TRI session and the specific student’s
needs
• Weekly or bi-weekly problem-solving meetings
– driven by TRI diagnostic teaching and a problemsolving process
What makes the TRI professional
development unique?
What makes the TRI professional
development unique?
Significance of this dual-level intervention,
integrating early intervention and professional
development
• TRI integrates multiple goals for students,
teachers, and schools
– Efficient, effective professional development: integration
of reading content with community-based problemsolving process
– Effective early intervention: students’ rapid growth
– Benefits of push-in model
• Instructional continuity for child across day
• Teachers learn via their own specific student’s needs
• Teacher/child relationship; spinoffs for behavior & general
classroom engagement
For further information…
• Marnie Ginsberg
– [email protected]
• Steve Amendum
– [email protected]
Preliminary TRI results
Three studies: TRI in rural low-wealth schools
• Study 1
– one semester TRI
intervention
– non-Reading First schools
– 168 K-1st children
• Study 2
– two semester TRI
intervention
– Reading First schools
– 170 K-1st children
• Study 3
– in-depth case study of TRI
instruction
– one teacher and 1st grade
student
• Struggling students who receive the TRI
with adequate implementation
– greater growth in the Woodcock-Johnson
Letter/Word ID subtest
– greater growth in the Peabody Picture
Vocabulary Test.
• Struggling students identified to receive
the TRI
– greater growth in the Woodcock-Johnson
Basic Reading cluster
– greater growth in the Woodcock-Johnson
Letter/Word ID subtest
• Dramatic improvement in multiple areas
–
–
–
–
–
–
–
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Phonemic awareness
Phonics knowledge
Oral reading fluency
Instructional reading level
Self-selected reading practice
General classroom behavior
General classroom performance
Teacher-student relationship