Transcript Essentials of Evidence-Based Academic Interventions

October 10, 2013
Chapters 4 and 5
Jennie Stumpf and Heidi Hahn
Regions 5 and 7 SLD Trainers
Agenda
 Questions since previous session
 Review Chapters 1, 2, and 3
 Chapter 4
 Sharing of approaches
 Chapter 5
 Sharing of approaches
Next session: November 7 from 3:30 – 5:00
Review from last time
 General Principles of Evidence-Based Instruction
 Both NCLB and IDEA mandate that general and special
educators use methods and materials that work and
have a positive impact on student progress
 The hope is that the application of research to practice
will result in significant improvements in student
learning and achievement
Review from last time
 Phonological Awareness and Beginning Phonics
 Training in phonemic awareness clearly does not constitute a
complete reading program; phonological awareness is
necessary but not sufficient for good reading
 Good reading also requires mastery of more complex phonic
skills, automaticity with sight words, a robust vocabulary,
reasoning abilities, and world knowledge
 Training in phonological awareness when coupled with
systematic instruction in letter-sound correspondences, will
help children move along the pathway to the development of
efficient reading skills.
Review from last time
 Phonics and Sight Word Instruction
 If a reader has poor basic reading skills, automatic word
recognition and fluency are sacrificed and
comprehension is compromised
 If children do not acquire basic reading skills during the
first 3 years of schooling, they will have a difficult time
developing the levels of fluency, vocabulary, and
comprehension necessary for effective reading in upper
grades.
Chapter 4 – Reading Fluency
 Definition of Reading Fluency (pg 52)
 Speed or rate of reading
 Ability to read materials with ease and expression
 “Reading fluency is the ability to read connected text
rapidly, smoothly, effortlessly, and automatically with little
conscious attention to the mechanics of reading, such as
decoding” (Meyer & Felton, 1999)
 The purpose of fluency instruction is to increase ease and
automaticity with reading so that a reader can devote all of
his or her attention to understanding the material
How Slow Reading Affects Reading Performance
 Students read less text and have less time to
remember, review, or comprehend the text
 Students expend more cognitive energy than peers
trying to identify individual words
 Students have trouble retaining parts of text in their
memories and are then less likely to integrate those
segments with other parts
Reading Fluency and Comprehension
 Beginning readers first must focus on accuracy of
reading and as their skills develop shift more attention
to understanding what they read.
 Fluent reading facilitates comprehension
 When readers are fluent, reading is effortless and the
reader is free to focus on meaning rather than word
decoding
Characteristics of Students
Struggling with Reading Fluency
 Limited Prosody – a student who lacks expression
when reading
 Has trouble modulating his or her voice with proper
stress and intonation
 Ignore punctuation marks , such as not pausing at
periods or raising the tone of voice for a question mark
 Students who do not divide sentences into meaningful
phrases will have trouble comprehending written text
Characteristics of Students
Struggling with Reading Fluency
 Elements of Good Oral Prosody
 Vocal emphasis is placed on appropriate words
 Voice tone rises and falls at appropriate places in text
 Voice tone rises at the end of a question
 Vocal tone represents character’s feelings and emotions
 Appropriate pauses are made at phrase boundaries,
using punctuation, prepositional phrases, subject-verb
divisions, and conjunctions
Characteristics of Students
Struggling with Reading Fluency
 The rapid naming of colors, objects, digits, and letters
appears to be related to the later development of
reading fluency
 In Kindergarten and first grade, these early naming
speed deficits are good predictors of who will struggle
with fluency later in school
Characteristics of Students
Struggling with Reading Fluency
 Orthographic Processing Problems
 Trouble developing accurate high-quality mental
representations of word patterns and spellings
 Students have problems acquiring a sight vocabulary
 Slow to recognize common syllable units and word parts
easily and thus fail to develop automaticity with word
recognition
Characteristics of Students Struggling with
Reading Fluency
 Working Memory and Attention Problems
 Readers have to pay attention to the appearance of
words to develop accurate orthographic representation
 Slow word recognition results in a working memory
bottleneck that then uses up attentional resources and
affects reading comprehension
 If a reader’s attention is drained by decoding words,
little energy is left for the demanding process of
comprehension
Determining Reading Rate
 Divide the number of words read correctly by the total
amount of reading time
 Example: A teacher counts out 100 words in a passage
and then times students as they read the passage. If a
student reads 92 words correctly out of the 100 in 1.5
minutes, the words correct per minute (wcpm) would be
61.
 Example 2: Have a student read a text for 1 minute.
Count the total number of words read, minus the
number of errors, to obtain the number of wcpm.
 Self-corrections are not counted as errors, but do impact
reading r ate
Word Reading Rate for 1-minute Timings
 30 correct wpm for 1st and 2nd grade children
 40 correct wpm for 3rd grade children
 60 correct wpm for mid-3rd grade children
 80 correct wpm for students in 4th grade and higher
Determining Accuracy Level
 Accuracy level is percentage of words read correctly
 Divide the number of words read correctly by the total
number of words attempted
 Example: If the student reads 110 words correctly out of a
total of 120 words, the accuracy rate is 92% (110
wcpm/120 wpm= .916 or 92%)
 Knowing a students accuracy level ensures that
materials for building reading fluency will be at an
appropriate instructional level for that student.
Accuracy Level
 In general, students should have an accuracy rate of 90
to 94% on the material used for reading fluency
instruction.
Focus on Accuracy or Fluency?
 If a student is making more than one error for every
ten (10) words read, instruction should focus on
building accuracy
 If a student is making fewer errors, for example one
error in every 15 to 20 words, but has slow speed, then
instruction should focus on building fluency
Effective Fluency Interventions
 Have provisions of an explicit model of fluent reading
 Have multiple readings of text with corrective
feedback on missed words
 Establish performance criteria for increasing the
difficulty level of the text
Recommendations for Increasing Fluency
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Select interesting passages
Ensure active engagement
Have students engage in multiple readings (three or four times)
Use instructional-level text
Use decodable text with struggling readers
Read passages aloud to an adult
Provide extra practice with trained tutors
Provide corrective feedback on word errors
Establish a performance goal or criterion of the number of words
per minute
 Provide short, frequent periods of fluency practice
 Provide concrete measures of progress using charts and graphs
Fluency Intervention Procedures
 Speed Drills
 Choral Reading or Neurological Impress Method
 Repeated Reading
 Previewing
 Taped Books and Technology
 Prosody
 Fluency and Comprehension
 Commercial Program
(See descriptions on pages 60 – 74)
Sharing Time
 What method or program have you used to help with
fluency?
 What do you like about it?
 What don’t you like about it?
 How easy is it to use?
 Other comments
 Share a method or program you currently don’t use
but are interested in learning more about
Chapter 5: Vocabulary and Reading
Comprehension
 Comprehension is a complex task that requires the reader
to identify words in text, know the meaning of the words,
connect the ideas to prior knowledge, and retain
information long enough to understand what is being read
 If a reader cannot quickly decode or recognize the words in
the text, then comprehension will suffer
 If a reader can decode words but does not know what they
mean, then comprehension is compromised
 If the reader cannot connect the ideas presented in the text
with existing knowledge, then comprehension is difficult
Vocabulary Research
 Children from homes at or near the poverty level were
exposed to about ¼ the volume of words that children
from professional level families were exposed to.
 By the end of second grade, a 4,000 word difference
exists between children in the highest vocabulary
quartile and children in the lowest, which is mostly a
reflection of differences in experience
More Vocabulary Research
 Students struggling with reading during the first 3
years of school will have difficulty developing
sufficient vocabulary, using adequate comprehension
strategies, and acquiring adequate fluency.
 Children with a limited oral vocabulary will struggle
with nearly all aspects of academics
Reading Struggles
 Children struggle with reading due to either limited
decoding skills or limited word knowledge
 A limited vocabulary by grade 3 has been linked to
declining comprehension scores in the later elementary
years
 Adequate reading comprehension depends on a
person already knowing 90 to 95% of the words in a
text
Characteristics of students struggling
with vocabulary development
 Difficulty comprehending oral language
 Trouble remembering and retaining words
 Limited word choice
 Exhibit errors when speaking, reading, or writing
 Difficulty repeating sentences or learning new words
National Reading Panel Findings
Related to Vocabulary
 Vocabulary should be taught directly and indirectly
 Words must be seen multiple times and in multiple
contexts
 Language-rich environments foster incidental learning of
vocabulary
 Technology helps develop vocabulary
 No one single methods works best all of the time for
teaching vocabulary
Effective Vocabulary Instruction
 Overall goal of a vocabulary program is to expand both
receptive and expressive vocabulary and to move more
words from the receptive level to the expressive level
 Receptive Level: I understand the word when I hear it or
read it
 Expressive Level: I understand the word when I use it in
a conversation or in writing
Vocabulary Instruction
 Incidental Word Learning
 Read Aloud
 Books on Tape
 Word Consciousness
 Intentional Explicit Word Instruction
 STAR Framework
 Synonyms, antonyms, multiple-meaning words
 Semantic feature analysis
 Semantic maps, word webs, graphic organizers
 Preteaching vocabulary words
 Examples and nonexamples
 Keyword method
(See descriptions on pages 82 – 90)
Vocabulary Instruction
 Independent Word-Learning Strategies
 Contextual Analysis
 Resources (Dictionary, Encyclopedia, etc.)
 Morphemic Analysis
(See descriptions on pages 82 – 96)
Final Thoughts on Vocabulary?
Characteristics of Individuals Struggling
with Reading Comprehension
 Language-based problems
 Limited vocabulary
 Knowledge gaps that interfere with their ability to
understand materials they read
 Lack persistence – give up too easily when the reading
becomes too difficult
 Do not monitor their reading or pay attention to how
well they understand what they are reading
 Tend to read all texts in the same manner, rather than
adjusting their reading based on the type of text or the
purpose for reading
Characteristics of Good Readers
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Reads actively (thinks about what is being read)
Reads for a purpose (goal-oriented)
Previews text (structure, relevant sections)
Predicts while reading
Reads selectively (focusing on what is important)
Constructs, revises, and questions meanings while reading
Determines meaning of unfamiliar words and concepts
Uses prior knowledge to help understand the text
Monitors understanding
Adjusts reading rate and approach based on genre
Strategies Used by Good Readers
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Relating new information with prior knowledge
Figuring out the main ideas
Questioning (generating and answering)
Using knowledge of text structure (genre)
Constructing mental images of the meaning conveyed by
the text
Making inferences beyond the information given in the
text
Monitoring comprehension (self-regulation, think aloud)
Summarizing and paraphrasing important information
Seeking clarification when the meaning is confusing
National Reading Panel Findings
Related to Reading Comprehension
 Vocabulary instruction is required to develop word knowledge
 A combination of comprehension strategies is most effective
 The seven most effective reading comprehension strategies are:
 Comprehension monitoring
 Cooperative learning
 Graphic and semantic organizers
 Question answering
 Question generating
 Story structures
 Summarization
Most Effective Teaching Methods and Instruction
Components for Reading Comprehension
 Directed response/questioning
 Teacher asks questions, encourages students to ask questions,
teacher-student dialogue
 Control difficulty of processing demand of task
 Teacher provides assistance as needed, gives simplified
demonstration, sequences steps from easy to difficult and presents
in that order, allows students to control level of difficulty, keeps
activities short
 Elaboration
 Activities provide students with additional information and
explanation about skill/steps, use redundant text or repetition
within text
(See descriptions on page 103)
Most Effective Teaching Methods and Instruction
Components for Reading Comprehension
 Modeling of steps by teacher
 Teacher demonstrates the steps students are to follow
 Group Instruction
 Instruction or interaction between teacher and students
occurs in small groups with 6 or fewer students
 Strategy Cues
 Teacher reminds students to use strategies or steps, explains
steps or procedures, uses a think-aloud model, identifies
benefits of strategy use
(See descriptions on page 103)
Effective Comprehension Instruction
 Includes explicit instruction in specific comprehension
strategies, as well as plenty of time and opportunity for
actual reading, writing, and discussing text
 Balanced between teaching and practicing
 Should not wait until students master decoding but rather
should be emphasized from the very beginning of reading
instruction
 Should occur in a supportive classroom environment that
fosters high-quality teacher-to-student and student-tostudent dialogues and interactions about texts
Comprehension Instruction
 Strategy Instruction
 Strategies for reading a text
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DR-TA
K-W-L
SQ3R
MULTIPASS
Predicting
Think Aloud
Visualization
Text Structures
Summarizing
Questioning
Monitoring comprehension
(See descriptions on pages 102 - 113)
Comprehension Instruction
 Explicit Instruction
 Reciprocal Teaching
 Collaborative Strategic Reading (CSR)
 Students Achieve Independent Learning (SAIL)
 Peer-Assisted Learning Strategies (PALS)
(See descriptions on pages 113 – 116)
Comprehension Instruction
 Commercial Products
 Accelerated Reader/Reading Renaissance
 Early Intervention in Reading
 Failure Free Reading
 Kaplan SpellRead
 Peer-Assisted Learning Strategies
 Reading Recovery
 Start Making a Reader Today
(See descriptions on page 116)
Sharing Time
 What method or program have you used to help with
comprehension?
 What do you like about it?
 What don’t you like about it?
 How easy is it to use?
 Other comments
 Share a method or program you currently don’t use
but are interested in learning more about
Summary
 Reading research indicates that children who get off to
a poor start in reading in first grade typically continue
on this trajectory and do not catch up
 Students with good reading skills accrue many
benefits such as increased vocabulary and enhanced
knowledge, while those who struggle with reading fail
to achieve similar linguistic benefits
 Reading is a gateway skill that provides access to
learning, opportunity, and knowledge
Final Thoughts
 Questions?
 Comments?
Next session: November 7 from 3:30 – 5:00
Chapter 6: Spelling
Chapter 7: Handwriting and Written Expression
 Contact Information
 Heidi Hahn: [email protected]
 Jennie Stumpf: [email protected]