1 Kentucky Reading First Summer Institute 2004 Interventions for Struggling Readers This publication...

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Kentucky Reading First Summer Institute 2004

Interventions for

StrugglingReaders

This publication is based on K-2 Teacher Reading Academies, ©2002 University of Texas System and the Texas Education Agency, which has been reprinted and modified with their permission.

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Reading Failure

Curriculum Factors

Methodology

employed

Teacher effectiveness

Curriculum alignment

Access to the Program of Studies

Physical Factors

Visual problems

Neurological limitations

Auditory deficiencies

Speech Issues

Chronic Illness and malnutrition

Dyslexia

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Reading Failure

Personal Factors

Low self

concept

Emotional issues

Cultural Factors

Home

environment

Socio/economic factors

Familial relationships

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Interventions

“The purpose of providing extra instructional time is to help children achieve levels of literacy that will enable them to be successful through their school careers and beyond.”

Scientific Research

Interventions for Struggling Readers

—Snow, Burns, & Griffin, 1998, p. 247

Additional, targeted, and intensive reading instruction provided to students who continue to struggle with learning to read and write despite conventional instruction

Phonemic AwarenessPhonicsVocabularyFluencyComprehension

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Students who have difficulties in the beginning stages of learning to read often fall further and further behind their peers.

There is a 90% chance that a student who has reading problems at the end of lower primary will still be struggling with reading at the end of fourth grade.

Early intervention should begin in the first year of primary(K).

It is NEVER too late to intervene!

Early Interventions

When should intervention begin?

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At the beginning of the school year, you will assess students using a screening and diagnostic measure (DIBELS and GRADE).Continue to use progress monitoring assessment and informal assessment throughout the year to inform instruction and to measure progress.

Determining Who Needs Instruction

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Continually monitor students’ progress and adjust instruction to meet their changing needs

Be sure that instruction is explicit, systematic, intensive, supportive, and comprehensive

Successful Interventions

Be persistent . . .

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Provide small group instruction

Select instructional materials that are at the appropriate level of difficulty

Maximize students’ engagement and participation

Includes more repetition and instructional time than regular classroom instruction

Intensive Intervention for Struggling Readers

To help struggling students:

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Notice that more instructional time needs to be added for Tuesday, Wednesday, and Friday (25 minutes of daily instruction).

Incorporate lessons that build on what students know and are learning on a daily basis.

Determine which component of reading needs to be addressed and select an appropriate lesson.

Activity

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Effective Intervention Instruction

How does intervention reading instruction differ from regular classroom reading instruction?

Provides more instructional timeIs explicit, systematic, intensive, and supportiveIs Comprehensive

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Require additional instructional time for explicit and systematic instruction to help them acquire the knowledge and skills to successfully read and write independently

Explicit and Systematic Instruction

Struggling readers:

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Activity

Explicit Lesson Plans

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Central Auditory Processing Disorder

Central Auditory Processing Disorder (CAPD) occurs when the ear and brain do not coordinate fully. Meaningful information, messages and sounds are often misinterpreted.

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Twhnkke, tvinjle kitsle ratq.

Hov I wnnddr wgat wou zre.

Tp aaovd thd woqd sn hifh,

Lhke z dizmond im thd skx.

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Ghoti

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Little Jack and Jill Horner sat went up in the corner hill eating to fetch his a pail of Christmas pie water.

He Jack fell in his thumb down and pulled out a broke his plum crown and said “What Jill came a tumbling good boy am after I.”

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Technology Supports

FM SystemRead & Write GoldCaptioned TextsSoftware and Commercial Reading Programs

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Auditory Processing Disorders

Earobics teaches skills fundamental to listening, learning and literacy (reading, speaking)

Techniques are scientifically-based

www.earobics.com

FastForward addresses oral language, phonological awareness and alphabetic knowledge

www.ScientificLearning.com

http://www.earobics.com/

http://www.scientificlearning.com/

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Variability not Disability

It is critical classrooms provide

variability to accommodate children whose abilities vary.

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“Choice is the mechanism for accommodation. When children choose their activities within a structured environment, they are able to choose tasks consistent with their abilities and interests. Thus there is no need for them to be disabled. Rather than view children as capable or disabled, workshop classrooms assume that children are different, that each child is unique and has unique interests and abilities, and that differences are normal.” (Roller)

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Program ConnectionsIntervention for Struggling

Readers

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“While there are no easy answers or quick solutions for optimizing reading achievement, an extensive knowledge base now exists to show us the skills children must learn in order to read well.

These skills provide the basis for sound curriculum decisions and instructional approaches that can help prevent the predictable consequences of early reading failure.”

Optimizing Reading Achievement

—National Institute for Literacy (NIFL), 2001, p. ii

Limited English

Proficient Students

This publication is based on K - 2 Teacher Reading Academy, ©2002 University of Texas System and the Texas Education Agency, which has been reprinted and modified with their permission.

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Limited English Proficient Students

· Come from a non-English language background or

· Were born in the United States, but have language in the home other than English AND

· As a result of the above, have sufficient difficulty speaking, reading, writing or understanding the English language

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Native Languages in Kentucky

The languages spoken by more than one percent of the Limited English Proficient student population:

Spanish approx. 54%

Japanese approx. 6%Serbo-Croatian approx. 5%Bosnian approx. 5%Vietnamese approx.

5%Arabic approx. 3%

Chinese approx. 3%Korean approx. 3%Albanian approx. 2%

2002-2003 school year

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Students acquire language within a variety of cultural and linguistic settings and in the context of their homes and communities.

Acquiring Language

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Limited English Proficient Students

Principles of Second

Language Acquisition

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ESL Pop Quiz-True or False

1. Children have acquired a second language when they can speak it.

Myth #4Answer: False

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Social vs. Academic Language

BICS – Social

Conversation – playground, cashier, neighbor

Opportunities to clarify: facial expressions, hand gestures, etc.

Anglo-Saxon word origins

CALP – Academic

Textbooks and instruction

Limited situational context

Latin/Greek origins

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2. English Language Learners (ELLs) only need a year of intensive English instruction to function without assistance in a regular classroom.


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How long will it take?

BICS can be acquired in 1 – 2 years (Collier, 1997)

CALP often takes 5 – 10 years (Collier, 1997)

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3. Younger students learn English much faster than older students.


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Role of Cognitive Development

More advanced cognitive development of older child makes that child a better language learner

Performance expectations in upper grades makes the gap between 10 yr. old ELL and native speaker greater

5 year old ELL might catch up to native English speaker more rapidly, but does not learn language more rapidly

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4. Students who are literate in their first language will learn to read and write English more quickly than those with limited literacy.Answer: True

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Factors that affect language acquisition

Student’s proficiency in first language (L1)

Student’s literacy level in L1

Cognitive ability – learning disabilities proportional to the mainstream population

Education background prior to arrival in U.S.

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More Factors…

Social and emotional factors (e.g. trauma, refugee status, community perceptions)

Stephen Krashen’s Affective Filter

Controls how much input the learner converts to intake

Controls rate of development, not the route

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More Factors…

Appropriateness of instruction – content goals & language goals

Scaffolding language

Making content comprehensible

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5. It is important for a teacher to know the English proficiency levels in speaking, reading, and writing of each of their students.

Answer: True

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Zone of Proximal Development

•Moving the children from what they can already do, to what they can do with a little help

•For teachers, it is scaffolding

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Have high expectations for learning and achievement

Facilitate the development of essential language, reading, and writing skills at the students’ levels of proficiency in English

Create an instructional program that meets students’ needs

Use comprehensible and meaningful language during instruction

Develop literacy through instruction that builds on language, listening comprehension, print concepts, and the alphabetic principle

Effective Instruction for Limited English Proficient

Students

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Provide meaningful opportunities to use English and interact with English-speaking peers

Use graphic organizers, charts, objects, manipulative materials, and other visual organizers

Recognize and value the different discourse (speaking) patterns across cultures

Effective Instruction for Limited English Proficient Students

(cont.)

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Limited English Proficient students are doing twice the cognitive work of native speakers because they are acquiring new reading and writing concepts and skills and at the same time attending to the sounds, meanings, and structures of a new language.

Remember . . .

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The Reading First Summer Institute challenges teachers to consider research-based evidence of “what works” to make decisions about the content and structure of reading instruction for all of their students.

To ensure that every child becomes a successful reader, teachers need to consider each child’s background, language, needs, and abilities as they design instruction.

Every Child: A Successful Reader

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Questions?

Marti KinnyLEP/Title III ConsultantKentucky Department of Education502 [email protected]

Designing

EffectiveLessons


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Incorporates what you have learned about effective literacy and reading instruction for lower primary students:

Oral Language and Vocabulary Development

Phonological and Phonemic Awareness

Alphabetic Understanding and Phonics

Beginning Spelling and writing

Book Knowledge

Listening Comprehension

Designing Effective Lessons . . .

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Incorporates what you have learned about effective reading instruction for primary students as well:

Phonemic Awareness

Phonics and Word Study

Fluency

Vocabulary

Comprehension

Designing Effective Lessons . . .

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Consider the following: Which components of effective reading instruction does this lesson/activity address?

How can you enhance the lesson’s/activity’s effectiveness for all students, especially for struggling readers?

How can you use flexible small groups to increase the impact of instruction?

Well-planned instruction includes the components of effective reading instruction that are arranged in an order of increasing complexity, NOT a series of fragmented activities.

Designing Effective Lessons

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Turn to one of the lesson planners presented in the Teacher’s Edition and select one of the Institute topics:

Designing Effective Lessons: Selection

Fluency

Vocabulary

Comprehension

Listening Comprehension

Spelling

Writing

Oral Language & Vocabulary Development

Phonological-Phonemic Awareness

Alphabetic Understanding & Phonics

Phonics and Word Study

Book Knowledge

Look at the lessons/instructional activities for one week that address the topic and complete the chart.

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Evaluate the set of lessons/activities described on the “Designing Effective Lessons: Selection” handout

Place a check mark if the element is included

Here’s What! So What?

And Now What?

Designing Effective Lessons: Evaluation

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Remember . . .

Putting It All

Together


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Putting It All Together

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Create a literate environment

Present intentional instruction and provide practice

Choose text from a variety of materials

Link reading and writing activities

Create many opportunities for reading

Adjust instruction to meet students’ needs

Encourage students’ monitoring of understanding

Competently manage activities, behaviors, and classroom resources

Effective Teachers

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“Our understanding of ‘what works’ in reading is dynamic and fluid, subject to ongoing review and assessment through quality research. . . . We encourage all teachers to explore the research, open their minds to changes in their instructional practice, and take up the challenge of helping all children become successful readers.”

A Call to Action

—National Institute for Literacy, 2001, p. iii

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1 Kentucky Reading First Summer Institute 2004 Interventions for Struggling Readers This publication...

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