Early Intervention That WORKS!!! Phonological Awareness _____________________ Title I Director’s Conference March 10, 2009 Kathy Knighton ([email protected]) West Virginia Department of Education Office of Special Programs Extended and Early Learning
Transcript
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Early Intervention That WORKS!!! Phonological Awareness
_____________________ Title I Directors Conference March 10, 2009
Kathy Knighton ([email protected]) West Virginia Department
of Education Office of Special Programs Extended and Early
Learning
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Session Objectives To provide participants information on the
importance of phonological awareness as Early teachable reading
skill and Necessity for early intervention To provide an overview
of the WVDE Phonemic Awareness Project and Impact on student
achievement Relationship to RTI
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Why Worry About Reading? 20% of elementary students nationwide
have significant problems learning to read. 80% of all referrals to
special education involve reading difficulties (Kavale and Reese,
1992). The rate of reading failure for African-Americans, Hispanic,
limited-English speakers and poor children ranges from 60% to 70%.
75% of children behind in reading in 3 rd grade remain behind
through high school.
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Poor readers are more likely to drop out of school. One-third
of fourth graders who are poor readers come from college-educated
families. 75% of children with oral language impairments are
reading disabled in fourth grade. Children with language
impairments are 6 times more likely to be reading disabled than
peers. Effective prevention and early intervention programs can
increase the reading skills of 85 to 90% of poor readers to average
levels. (Lyon, 1997)
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Why are we here? To improve childrens early reading achievement
Poor phonological awareness Significant factor in the early reading
achievement of many children. Good readers tend to have good
phonological awareness. Poor readers tend to have poor phonological
awareness. Through instruction. Childrens phonemic awareness skills
can be improved. Improvement in phonemic awareness skills Leads to
greater reading achievement.
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Why Focus on Phonemic Awareness? Longitudinal studies of
reading acquisition have demonstrated that the acquisition of
phonemic awareness is highly predictive of reading success. At the
kindergarten level, phonemic awareness abilities appear to be the
best single predictor of successful reading acquisition. Without
direct phonemic awareness instructional support. 25% of
middle-class first graders and substantially more children from
less literacyrich backgrounds will evidence serious difficulty in
learning to read and write.
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Phonological Awareness Ability and Reading Achievement Torgesen
and Mathes, 2000
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Phonological Awareness The ability to analyze the the sound
units (phonemes, syllables) of language. metalinguistic skill NOT
hear, NOT discriminate Phonemic awareness critical to early reading
ability.
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Phonemic awareness Phonological awareness Phonological
awareness a broader term; analyze the overall sound structure of
words. What rhymes with cat? Which word is longer watermelon or
house? Phonemic awareness a more narrow term, analyze the specific
sounds in words. What sound does box start with? Tell me the three
sounds in the word cat. Terms are often used synonymously.
Phonological Phonics Awareness Focus: sound structure of words
Intervention tasks involve identifying, segmenting, and
manipulating the sounds in words, without reference to the letters
that represent the sounds Achievement: ability to segment a spoken
word into its component sounds (a metalinguistic skill); ability to
combine sounds into words Focus: print representation of sounds and
words Intervention tasks involve identifying, categorizing the
print symbols (i.e., letters) that are used to represent speech
sounds Achievement: ability to represent a spoken word in print
with conventional sound-symbol correspondences; ability to create a
spoken production of a written word by sounding out the written
word
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LINKING: Phonemic Awareness and Phonics and Reading Phonemic
Awareness Phonics READING Phonological Awareness
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If a child has phonological awareness, he/she can . Segment
sentences into words Segment words into syllables Rhyme words Match
words with same sounds Segment and blend sounds
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THE BIG QUESTION . THE BIG QUESTION. What effort is necessary
for the child to acquire a foundation of phonological awareness
that enables him or her to benefit from formal classroom reading
instruction?
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THE ANSWER ? THE ANSWER? Nothing the child comes to school
reading the child comes to school on the cusp of reading Whatever
weve been doing for the last umpteen years Explicit phonological
awareness instruction classroom-based instruction in kindergarten
small group intensive instruction at the end of kindergarten or
beginning of first grade
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Implications from Research Best practice, evidence-based
practice All children should receive PA instruction as part of
literacy instruction in the early grades, esp. kindergarten
Children who do NOT have an adequate foundation of PA require
intensive PA intervention (e.g., small group), end of kindergarten,
beginning of first grade
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What phonemic awareness instruction will and wont do? DO.
Benefit students who dont figure it out on their own Benefit
especially students who are having problems learning to decode
words WONT DO.. Ameliorate deficits in vocabulary and reading
comprehension (language comprehension )
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Key Findings from Research Phonemic awareness Can be taught and
learned. Instruction helps children learn to read. Helps children
learn to spell.
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Phonological Awareness Instruction: A Collaborative Statewide
Project Initiated by the West Virginia Department of Education
2001
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Why are we doing this ? No Child Left Behind (NCLB) Individual
child is focused Scientifically-based research reading instruction
Individual with Disabilities Education Act (IDEA) Prevention
Pre-referral Response to Intervention (RTI) Tiered Instruction
Implementation in Elementary Schools Reading scientists now
estimate that 95% of all children can be taught to read at a level
constrained only by their reasoning and listening comprehension
abilities. (Moats, 2000)
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Who are the children we anticipated would benefit ? All
children benefit from instruction that reflects best practice
Children lacking early literacy experiences Children needing an
extra push Children with speech/language disabilities Children with
learning disabilities
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PROJECT GOALS To increase Number of students reading on grade
level by the end of the third grade Professional educators
knowledge base of the importance of phonemic awareness in the
reading program. To provide professional educators with Strategies
to successfully teach and thus promote student mastery of phonemic
awareness. Appropriate intervention strategies when student mastery
has not been met. Utilize the phonemic awareness early intervention
technique in additional school sites
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What was the rationale for program development ? By teaching
specific phonemic awareness skills to kindergarten and first-grade
children. Provide them the opportunity to catch up to their peers
before they experience failure. One-on-one training is highly
effective but not cost efficient. Training must be effective and
cost-efficient and time-efficient. Group instruction can be
effective and efficient. Group instruction can meet the needs of
individual children by providing Child-sensitive instruction
Multiple learning opportunities Review of previously presented
skills Educational practice needs to reflect research-based
practice.
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Rationale Many materials are available for phonemic awareness
training, but.. Little guidance as to how to effectively implement
comprehensive, systematic, intensive training with children.
Textbooks Phonemic awareness training must be Adequate in scope,
intensity and duration. Materials and programs must Explain how to
teach skills as well as describe activities. Intensive, early
intervention can.. Prevent reading difficulties.
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Project Collaboration Collaboration with university
researchers. Dr. Melanie Schuele to plan the project to in-service
the professional staff Evaluation: Dr. Laura Justice Collaboration
across WVDE to fund and coordinate the project. Reading First
Special Education Title I Collaboration with local county school
districts to implement the project.
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WVDE Pilot Project Selection of School Sites Schools: 15 Sites
Selected Funding Application Process Criteria Administrative
Support School Commitment Geographic Considerations Representative
Cross Section of Schools School Teams Classroom Component:
Kindergarten/First Grade Teachers Intensive Intervention:
Speech-language pathologist Title I teacher Special Educato r
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Training School Teams trained by Dr. Schuele. Intensive 5 days
Two strands of instruction/intervention. (1) Classroom based
instruction: Kindergarten/First Grade Material: Phonemic Awareness
in Young Children: A Classroom Curriculum
________________________________________________ (2) Small group
intervention Low-achieving first graders Low-achieving
kindergartners Material: Intensive Phonemic Awareness Program
(IPAP) Book IPAP Materials Box box Evaluate child outcomes.
Kindergarten classrooms Small group intervention participants
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Workshop Content What is phonological awareness? Relationship
of phonological awareness and reading. Outcomes from phonological
awareness interventions. Instructional Methods
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Program Design Classroom- Based Phonological Awareness
Instruction Instruction provided to all children in kindergarten
and first grade classes. Incorporated into classroom daily
activities. Teacher or collaboration w/ SLP or Title I Phonemic
Awareness in Young Children: A Classroom Curriculum Data Collected
______________________________________________________ Intensive
Phonological Awareness Training Program (IPAP) Small Group
Instruction: (6 students) Fall: First Grade Spring: Kindergarten
Three 30 min sessions/week for 12 weeks Letter names/sounds
reviewed each session Weeks 1-3: Rhyme Training Weeks 4-8: Initial
Phoneme Segmentation Weeks 7-9: Final Phoneme Segmentation Weeks
10-12: Word Segmentation and Blending Data Collection
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Training Materials Classroom Program Phonemic Awareness in
Young Children: A Classroom Curriculum Brookes Publishing Company
Activity Implementation Record Kindergarten and First Grade
Resource Speech to Print: Language Essentials for Teachers Brookes
Publishing Company Intensive Program Intensive Phonological
Awareness Program (IPAP) Manual Dr. Melanie Schuele IPAP
Implementation Record Forms IPAP Materials Box All materials to
implement IPAP Resource Sounds Abound: Listening, Rhyming, and
Reading LinguiSystems
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Assessment: Pre and Post Intervention Test of Phonological
Awareness (TOPA) PALS ( Phonological Awareness Screening) Invented
Spelling Task Alphabet Knowledge and Letter-Sound Knowledge Task
DIBELS (Dynamic Indicators of Basic Early Literacy Skills)
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Tier 1: Classroom-Based Phonological Awareness Instruction
Kindergarten and First Grade Best practice: Build a foundation of
phonological awareness in all children Identify those children who
struggle and need further intervention Daily instruction provided
to all children regardless of performance level or risk status
15-20 Minutes/day Material: Phonemic Awareness In Young Children: A
Classroom Curriculum Suggested Sequence of Instruction
Cost-effective
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Phonemic Awareness in Young Children: A Classroom Curriculum
Sequence of Activities and Teaching Descriptions Simple to Complex
Tasks Listening Games Rhyming Words and Sentences Awareness of
Syllables Initial and Final Sounds Phonemes Introducing Letters and
Spellings Adams, M., Foorman, B., Lundberg, I., & Beeler, T.
(1997). Phonemic awareness in young children: A classroom
curriculum. Baltimore: Brookes.
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Tier 2 Intervention Small Group Intensive Intervention Children
who have not mastered phonemic awareness as a result of classroom
instruction. DIBELS Small group instruction (6 students) Fall:
First Grade Spring: Kindergarten Teach a foundation of phonological
awareness to include phonemic awareness and segmentation Materials:
Intensive Phonological Awareness Manual Instructional Materials
Kit
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Small Group Intervention Tier 2 Instruction Intensive
Phonological Awareness Program (Schuele & Dayton, 2000)
Recommended Time: 18 hours: 30 min, 3 days per week, 12 weeks
Interventionist: SLP, Title I Reading, Special Education, Reading
Specialist Small Group Instruction (6 students) Fall: First Grade
Spring: Kindergarten
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Intensive Phonological Awareness Program Week 1-3: Rhyme Week
4-6: Initial Sounds Week 7-9: Final Sounds Week 10-12: Phoneme
Segmentation and Blending Letter names/sounds each session Review
Activities
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Learning Disabilities Some children, despite their
participation in a preventative phonemic awareness instructional
intervention, fail to acquire word reading skill within the normal
range. Estimates 2% to 6% of population Intervention for Learning
Disabled students: Provide more extensive instruction individually
or in small group settings. Recognize that gains in reading will
require more instruction and more reading time than most children.
Tier 3 Instruction
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WVDE Project: Two Tiered Instruction in Kindergarten September
to May: Implement classroom supplemental curriculum September:
Evaluate all K children in classroom January: Evaluate all K
children in classroom. Identify 6 low achievers February to May:
Implement small group intervention with low achievers May: Evaluate
all K children in classroom SeptemberMay.
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WVDE Project: Two-Tiered Instruction in First Grade September
to October: Implement classroom supplemental curriculum
August/September: Evaluate all first grade children in classroom.
Identify 6 low achievers September to December: Implement small
group intervention with low achievers December: Evaluate low
achievers August, September and October.
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Children Need . Initially to realize that words are composed of
sounds. Initially to experience simple tasks of paying attention to
sounds in words (e.g., rhyme). To move gradually from simple to
more complex phonological awareness tasks, culminating in phonemic
awareness tasks. Phonemic awareness to benefit from later decoding
or phonics instruction. T0 BECOME SUCCESSFUL READERS!!
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Evaluation Question: Kindergarten Classrooms What improvement
in phonological awareness do kindergarten children exhibit as a
result of consistent classroom based instruction? classroom with
supplemental instruction vs. classroom with NO supplemental
instruction
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PALS-K Word Recognition
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Children Below Benchmark End of Year Add-OnRegular Rhyme 26%41%
Beginning Sounds 9%20% Alphabet Knowledge 26%30% Letter Sounds
61%66% Spelling 4%16% Concept of Word 44%57%
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Evaluation Question For kindergarten and 1st grade students who
are identified as deficient in phonological awareness, what
improvement in phonological awareness is realized as a result of a
small group, 12-week intensive intervention program?
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TOPA First Grade
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TOPA Kindergarten Change across 12 weeks
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Developmental Spelling First Grade Change Over 12 Weeks/first
grade
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Alphabet Knowledge Kindergarten Change Across 12 Weeks
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Letter Sound Knowledge Kindergarten Change Across 12 Weeks
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Developmental Spelling Kindergarten Change Across 12 weeks
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School Year 2007-2008 All Reading First Schools RTI Project
Schools 200+ Elementary schools
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WEST VIRGINIA FIRST GRADE IPAP DIBELS SCORES 2007-2008
September ResultsPSFNWFTotal Benchmark32%19%26% Strategic50%45%48%
Deficit18%36%27% January ResultsPSFNWFTotal Benchmark76%32%54%
Strategic21%50%36% Deficit3%18%10%
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WEST VIRGINIA KINDERGARTEN IPAP DIBELS SCORES 2007-2008 January
ResultsISFPSFNWFTotal Benchmark24%20%22% Strategic56%36%35%42%
Deficit20%46%44%36% May ResultsPSFNWFTotal Benchmark73%45%54%
Strategic26%29%27% Deficit12%26%19%
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School Year 2008-2009 High Needs Task Force Recommendation All
Elementary Schools by 2009 RESA Training Each Summer RTI Specialist
Available Technical Assistance Document School Selection of IPA
Students Use of Dibels (Dynamic Indicators of Basic Early Literacy
Skills)
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QUOTABLE QUOTES FROM IPAP Wiley Ford Elementary, Mineral County
This was my first experience with the IPAP. I was very impressed.
The student enjoyed it and made great progress for the exercises in
the program. Jamie Hill Special Ed IPAP Teacher Fort Gay
Elementary, Wayne County Teachers and parents have come to me and
said they have seen major improvement with these kids. Crystal
Young. IPAP instructor Point Pleasant Primary, Mason County We
really believe that the emphasis on Phonemic Awareness in
kindergarten and early first grade is making a difference in the
reading success of our students. Lois Jones, Title I,PA
Instructor
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MORE QUOTES Ceredo Elementary, Cabell County They all have
shown great improvement. Im so proud of them! Christine Kelly, M.
Ed, CCC SLP Rosedale Elementary, Fayette County No funding for
DIBELS in the first grade, so we are only doing kindergarten. Ted
Dixon, Principal Vienna Elementary, Wood County We have very much
enjoyed the IPAP program and can see how beneficial the program has
been for our children. I am anxious to see if we get the same
progress as we prepare to start the program with kindergarten. Lana
Barlett, IPAP instructor, first year