Dyslexia and Reading: Responding to the Non Responder and... · Department of Education ... up,...

1/27/2017

Jenny Quan, Ph.D.Department of EducationDiagnostic Center of Southern California 1

Dyslexia and Reading: Responding to the Non‐Responder

Jenny Quan, Ph.D.California Department of Education,

Diagnostic Center of Southern California

jquan@dcs‐cde.ca.gov

Learner Outcome

Develop a foundation for implementing early reading skills intervention that is evidence‐based, multisensory, direct, explicit,

structured, and sequential.

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• Guidelines to assist with assessment, identification, and improvement of educational services; Two main parts to the new law:

• “Educational services” means an evidence‐based, multisensory, direct, explicit, structured, and sequential approach to instructing pupils who have dyslexia

“Dyslexia is a specific learning disability that is neurobiologicalin origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding

abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of

effective classroom instruction.

Secondary consequences may include problems in reading comprehension and reduced reading experience that can

impede growth of vocabulary and background knowledge.”

Adopted by the IDA Board of Directors, Nov. 12, 2002. This Definition is also used by the National Institute of Child Health and Human Development (NICHD).

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http://decodingdyslexiaca.org/ab‐1369‐faqs/

Intensive Interventions in Reading for Students with Reading Disabilities: Meaningful ImpactsSharon Vaughn & Jeanne Wanzek (2014), Learning Disabilities Research & Practice, 29(2)m 46‐53

Provide Intensive Interventions

INTENSIVE interventions are necessary for students with pervasive reading disabilities!!!

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Observations of Reading InstructionSharon Vaughn & Jeanne Wanzek (2014)

• Of concern, the amount of time students spent off task, out of the room, or waiting… – Example: 50% of reading instructional block spent on non‐literacy activities (transitioning, discipline,

calendar, drawing/ coloring, worksheets)

• Yet, the most reliable predictors of academic learning are:

Time on Task and Academic Engagement!

– Kent et. Al (2012)• Students given 1 minute of time on average for reading print (sounds, words, or text)• Low levels of opportunity for active responding (4‐5% of instructional time)

– Haynes & Jenkins (1986)• Students spent 52% of time completing independent seat work

Passive learning!!!

• Does not allow for immediate, corrective feedback• Swanson & Vaughn (2010) only “strategy” used for comprehension was questioning

Both quality and quantity of reading instruction is low

• Younger students more responsive to treatments – (K‐1 even more responsive than grades 2‐3; K‐3 more responsive than 4‐12)

• Smaller group size (particularly 1:1) produced greatest effects

• Still limited research regarding duration, intervention components, individualization vs. standardization

Study inclusion criteria: At least 100 intervention sessions (K‐3) or 75 sessions (grades 4‐12)

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“Educational services” means an:

evidence‐based, multisensory, direct, explicit, structured, and sequential approach

to instructing pupils who have dyslexia

M.E.S.S.E.D.

Per AB 1369, “educational services” means:

• Multisensory

• Evidence‐based

• Structured

• Sequential

• Explicit

• Direct

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Multisensory

• Multisensory means that instruction includes visual, auditory, and kinesthetic or tactile elements; as it is generally believed that such forms of instruction are more effective for learners with dyslexia.

– In line with Universal Design for Learning (UDL) research which emphasizes a minimum of 2 different modalities (instruction and assessment) per learning target

• As the video discussed, neurodiversity is a given… Multisensory instruction is one way to address neurodiversity.

Henry, M.K. (1998). "Structured, sequential, multisensory teaching: the Orton legacy". Annals of Dyslexia 48: 3–26. doi:10.1007/s11881‐998‐0002‐9. ISSN 0736‐9387.

Multisensory: Visual

What are some visual examples that you already use?

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Multisensory: Auditory

What are some auditory examples that you already use?

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Multisensory: Kinesthetic/ Tactile

What are some kinesthetic or tactile examples that you already use?

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Multisensory Intervention & Active Engagement

• Multisensory intervention promotes active engagement

• Active engagement:

– Fosters student motivation and interest

– Ensures that activities are appropriate lengths

– Uses methods for getting ALL students involved (thumbs up, individual white boards, choral responding, manipulatives, etc.)

– Maximizes opportunities to respond

– Redirects students who are off task in a positive and efficient manner

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Question: Is it better to identify (particularly to the degree of

diagnosis/ eligibility) dyslexia and specific subtypes, or is it better to provide needed interventions and program for neurodiversity from the

get go…

Program for NEURODIVERSITY!

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M.E.S.S.E.D.


• Multisensory


• Structured

• Sequential

• Explicit

• Direct

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M.E.S.S.E.D.


• Multisensory


• Structured

• Sequential

• Explicit

• Direct

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Structured• Structured literacy instruction is distinctive in the principles that guide

how critical elements (Phonology, Sound‐Symbol Association, Syllable Instruction, Morphology, Syntax, Semantics) are taught:

– Systematic and Cumulative• Systematic means: The sequence must begin with the easiest and most basic

concepts and elements and progress methodically to more difficult concepts and elements.

• Cumulative means: Each step must be based on concepts previously learned.

– Explicit Instruction• There is continuous student‐teacher interaction.

– Diagnostic Teaching• Individualized instruction• Careful and continuous assessment

– The content presented must be mastered to the degree of automaticity. » Automaticity is critical to freeing all the student’s attention and cognitive resources for

comprehension and expression.

https://dyslexiaida.org/effective‐reading‐instruction/

M.E.S.S.E.D.


• Multisensory


• Structured

• Sequential

• Explicit

• Direct

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Sequential• Structured literacy instruction

– Systematic and Cumulative

• Structured literacy instruction is systematic (sequential) and cumulative.

• Systematic (sequential) means that the organization of material follows the logical order of the language.

– The sequence must begin with the easiest and most basic concepts and elements and progress methodically to more difficult concepts and elements.

• Cumulative means each step must be based on concepts previously learned.

• So what is the logical order, a.k.a. sequence?

Progression of Word Identification on the Path to Fluent Word Reading

Phonemic Awareness –Oral segmentation & blending practice

Alphabetic Principle –Sound-to-letter correspondence,especially initial sounds

Phonics -Segmenting written

words& blending sounds

From: “Sequence of Development & Instruction for Phonemic Awarenessfrom R. B. Cooter, Jr., D. R. Reutzel & K. S. Cooter (1998)

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Phonological Awareness vs. Phonemic Awareness

Phonological awareness (umbrella term)

is the understanding of the different ways that spoken language can be broken into smaller

components Sentences

Words

Syllables

Onset – rimes

Phonemes (e.g., phonemic awareness)

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Sentences

Words In Sentences

Syllables In Words

Individual Sounds In Words

Developmental Stages of Phonological Awareness

Phonological Awareness

Rhyming & Songs

SentenceSegmentation

Syllable Segmentation& Blending

Onset-rimeBlending & Segmentation

Blending, Segmenting, & Manipulating Phonemes

Easiest

Most Complex

Continuum of Complexity

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Phonemic Awareness Skills

Phonemic Awareness

Discriminating Blending Segmenting Deleting Substituting

Simple Complex

Phonics Skills

Phonics(Decoding)

Skills

Letter-Sound:Consonants and

Short Vowels

Consonant Blends and Digraphs

Long Vowels, Vowel

Digraphs, Diphthongs

Affixes: Prefixes & Suffixes

Multisyllabic Decoding

(Applied in Passage Fluency)

Simple Complex

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Fluency

Fluency

Discrete Sound Automaticity

Decoding Automaticity (Word Lists)

Sentence Fluency

Passage Fluency

Simple Complex

Sight Word Automaticity (Word Lists)

M.E.S.S.E.D.


• Multisensory


• Structured

• Sequential

• Explicit

• Direct

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Explicit

– Structured literacy instruction

– Explicit Instruction

• Structured literacy instruction requires the deliberate

teaching of all concepts with continuous student‐teacher interaction.

• It is NOT assumed that students will naturally deduce these concepts on their own.

What does “explicit” mean?

• Teaching objectives are clearly stated

• Directions are clear and concise

• Every step is modeled by the teacher

• Each activity is broken down into steps

• Students are given opportunities to practice each step

Model…

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Explicit instruction is… (See Handouts) Systematic• Skills and strategies are sequenced logically.

• Instructional routines allow the students to focus on the content rather than the task.

• Sample routine:

• Model: My turn.• Prompt: Together. • Check: Your turn.

• This shifts away from question‐based instruction, which may overwhelm the student with additional language demands and/ or lead the student to become prompt‐dependent.

Relentless• Adequate practice opportunities (multisensory ‐ not solely worksheets).

– RTI Tier 3 students may require 10 to 30 times as many practice opportunities as peers

• Skills are taught to mastery– The student’s skills should not be over exposed and underdeveloped– Automaticity is a critical component of mastery

What does “relentless” mean?

• Instruction is focused on target skills

• Students are actively responding

• Pace is rapid enough to capture and hold student attention

– Responses of at least 11 per minute per student

• Transitions are short with little or no down time

• Students have multiple opportunities to practice and repeat skills (repetition)

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Explicit instruction is… (See Handouts) Engaging

• Fun! Fun! Fun! – The more fun a student is having, the more engaged a student will be!

• Transition time is minimized

• Frequent responses are elicited with multiple opportunities to practice in a variety of formats– E.g., Choral response, individual response, whiteboard/ slate response,

response cards, hand signals, manipulatives

• Immediate corrective feedback is provided.

Successful • Growth is clearly seen and well documented.

M.E.S.S.E.D.


• Multisensory


• Structured

• Sequential

• Explicit

• Direct

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So after all this information, what are three of the MOST IMPORTANT components of ANY reading intervention?

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Three MOST IMPORTANT components of ANY reading intervention…

• Opportunities

• Pacing

• Assessment (and Automaticity)

• Opportunities • Multisensory/ multimodal

• Practice and Repetition!

• Remember, kids with an SLD may require as many as 100‐300 opportunities to learn discrete skills

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• Pacing• Minimize down time, transition time

• Kids responding in some way constantly (in multisensory/ multimodal ways, not just worksheets!)

• Roughly 11 responses per minute per student

• Assessment (and Automaticity)• To plan and target instruction

• Ongoing, frequent progress monitoring (curriculum‐based measures ‐ CBMs)

– This includes quick assessments done throughout lessons, daily CBMs, weekly CBMs, monthly CBMs, benchmark tests, etc.

– Helps to guide instruction: A most powerful tool!!!

• Assessment oriented to developmental sequence of skills

• Assessment of automaticity with discrete skills

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Data‐Based Individualizationhttp://www.intensiveintervention.org/

Curriculum‐Based Measurement (CBM) as Progress Monitoring

• Progress monitoring is when educators assess student’s academic performance on a regular basis (daily, weekly, monthly, quarterly) to:

– Determine whether children are benefiting from instruction

– Build more effective programs for those who do not benefit from typical instruction

• Allows for growth comparison over time– Unlike mastery tests

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CBM as Progress Monitoring

• Important to standardize:

– The selection of materials

– The time allowed for obtaining samples

– The scoring procedures

• This standardizations allows you to make comparisons for one student over time or to other students in the classroom

CBM as Progress Monitoring

Precise objectives (a.k.a., IEP Goals) communicate expectations to the student and others regarding what skills a student should

acquire

Examples:• Reading – Read a passage for 1 min.

– Growth = # words read correctly

• Writing – 3 mins. to write on a topic– Growth = # of words written

• Math – 1 min. to complete math facts– Growth = # of correctly completed math facts

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Creating CBM Procedures

1. Identify the long‐range goal– Determine curriculum level for proficiency– Determine student’s current level in relation to proficiency– Set the goal for the student to achieve

2. Create a pool of test probes– Can be 1 min. probes

3. Measure student performance

4. Graph and evaluate the results– Student graphs his/ her own as appropriate

• Consider setting up one area of the classroom for assessment• Materials/ probes organized and easily available• Paraeducators/ aides/ volunteers to give probes

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Sample CBM to Assess Discrete Skill Automaticity

CWPM“/ai/”

Days

Given a list of 30 /ai/ words

Discrete Skill Automaticity Portfolio??? (also, once single sound mastery is reached, be sure to incorporate

opportunities for mixed practice (e.g., ai, oi, oy))

Case Study of Yulin

• Struggling to read grade level material at appropriate pace

• Homework overwhelming

• Informal Reading Inventory (IRI)– CBM ‐ 1 min. timed passages from social studies textbook– 3 scores: 68, 58, 66 (3 scores increases reliability of a beginning

performance estimate)– Random 1 min. sample from peers in class (M = 140 cwpm)

• Set goal of 120 cwpm/ Made “aimline”

• Repeated Readings (intervention) determined to be appropriate reading intervention to increase Yulin’s reading fluency

• Yulin graphed his progress toward goal attainment

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Benefits of Effectively Communicating Assessment Data

• Provides students with info they can comprehend (i.e., graphing progress)– Increases student motivation

• Can be used to make instructional decisions

• Can support co‐planning and collaboration (good for inclusive environments)

• Academic progress is incompatible with disruptive behavior – As academic focus increases, behavior problems decrease

What does it mean if your data looks like this???

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California Department of Education, Diagnostic Centers

Diagnostic Center, Southern California

(DCS)

4339 State University Drive

Los Angeles, CA 90032

(323) 222‐8090

www.dcs‐cde.ca.gov

Overview of CDE’s Diagnostic Center Services

• Individual Transdisciplinary Assessment•Center‐based• Field‐based

•Professional Development•Workshops

•Professional Development Projects

•Consultation

All services are FREE to districts and families!

It’s a great time to refer!!!

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Diagnostic Center Resources:PENT & CAPTAIN

California Autism Professional Training and Information Network (CAPTAIN)

http://www.captain.ca.gov/

Positive Environments, Network of Trainers (PENT)

http://www.pent.ca.gov/

Jenny Quan, Ph.D.Education Specialist

Diagnostic Center, Southern California

323‐222‐8090

jquan@dcs‐cde.ca.gov

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