Targeted Reading Intervention Classroom intervention for rural kindergarten and first grade teachers

1. Targeted Reading InterventionClassroom intervention for rural kindergarten and first grade teachers Targeting instructional match in every interaction… Pledger Fedora Kelley Mayer Steve Amendum

2. Who are we? • Research project • Part of the National Research Center on Rural Education Support • www.nrcres.org • Funded by the Institute of Education Sciences (IES)

3. Purpose The purpose of this study is to improve the teaching strategies of rural kindergarten and first grade teachers in literacy, with a specific focus on strategies that are effective with struggling readers who do not make reading gains using traditional reading instruction.

4. Why focus on rural kindergarten and first grade teachers? • The first few years of school are critical for children’s later school success • (Alexander& Entwisle, 1992; Juel, 1988; Vernon-Feagans, Odom, Pancsofar & Kainz, in press; Vernon-Feagans, Gallagher & Kainz, in press;) • On average, teachers in rural areas have more teaching experience and knowledge of their students, but teachers have less access to professional development opportunities • (GAO report, 2004; Lee & Burkham, 2003) • Teachers and parents are more satisfied with their schools in rural areas, but children come to school with less formal and high quality preschool experiences • (Israel, 2004; Vernon-Feagans et al., in press).

5. Why focus on struggling learners? • Struggling learners are usually the ones that do not make expected progress • (Pianta, 2001; Meisels, 2001) • This emphasis on struggling learners has been highlighted through disaggregated data mandated by NCLB • Teachers report struggling learners are the children who have the least success in learning and behavior.

6. Why focus on literacy? • Reading becomes the foundation for subsequent academic learning • (Lyon et al., Snow, Burns & Griffin; 1998; Vernon-Feagans, 1996) • Children’s ability to decode words at the end of first grade accounts for 40% of their reading comprehension during secondary school • (Foorman et al., 1997)

7. Principles of The Targeted Reading Intervention (TRI) • Based on research evidence about how young children learn to read • Based on the 5 early reading constructs identified as most important the National Reading Panel and Reading First • Can be used to complement any reading curricula as well as the Reading First Initiative. • Can be adopted by any school system, no matter how few resources they have.

8. Principles of The Targeted Reading Intervention (TRI), continued • Teaching literacy that is always geared to the context of the word and text. • Based on research that emphasizes individualized diagnostic/assessment based teaching • Targeted for children who struggling with beginning reading • Teaching conducted in one-on-one teacher/ child learning sessions at least 4 times a week

9. Targeted Reading Intervention • For struggling K-1 students • Intensive, diagnostic reading instruction • Daily • Given by the classroom teacher • One-on-one  small groups • Rapidly accelerate students’ reading achievement

10. What Makes The TRI Unique? • Intensive collaborative consultation • Individual diagnostic teaching model • Responding to the response • Classroom teacher tutors • Teacher-student relationships

11. What Makes The TRI Unique? • Real reading from the start • Always in the context of words • Letter-sound knowledge • Mapping sounds to print • Low cost/adaptability

12. The Targeted Reading Intervention Model

13. The Interaction of Decoding & Sight Words

14. TRI Framework Re-Reading for Fluency (~2+ minutes) Word Work (~8+ minutes) Guided Oral Reading (~5+ minutes) TRI Extensions

15. TRI Framework Re-Reading for Fluency (~2+ minutes) TRI Extensions

16. TRI Framework Word Work (~8+ Minutes) TRI Extensions

17. The Interaction of Decoding & Sight Words

18. TRI: Primary Word Work Strategies for Pink and Blue Levels • Segmenting Words • Change One Sound • Read, Write, & Say • Pocket Phrases Word Work (~8+ minutes)

19. Word Work Example: Change One Sound

20. Primary Word Work Strategies for Green Level • Segmenting Words – Variation • Sort, Write, and Say • Word Division • Search for the Sound • Try One strategy Word Work (~8+ minutes)

21. Word Work Example: Sort, Write and Say

22. TRI Framework Guided Oral Reading (~5+ minutes) TRI Extensions

23. Guided Oral Reading Examples

25. Our vision for a teacher’s year • At the beginning of the year, teachers selected five struggling readers. • TRI instruction • For one struggling reader • 15 minutes • 4 times per week

26. Hypothetical TRI Schedule How 5 struggling readers might get the TRI Sept. Ezekial Oct. Ezekial Nov. Maria (with occasional Change 1 Sound & Guided Oral Reading with Ezekial) Dec. Maria & Ezekial Jan. DeJavan (with occasional Change 1 Sound & Guided Oral Reading with Maria & Ezekial) Feb. John (with occasional Change 1 Sound & Guided Oral Reading with DeJavan; once or twice with Maria & Ezekial) March John & DeJavan April Jackie (with occasional Change 1 Sound & Guided Oral Reading with John; once or twice with DeJavan) May Jackie & John

27. Easing into the TRI: Kindergarten

28. Assessment-based instruction: Diagnostic Maps Re-Reading for Fluency Reader: ____________________________________ Focus on: _____________________________________ Word Work Segmenting Words ___Pink ___Blue Target Sounds: _____________________________________ Words: _____________________________________ Change One Sound Target Sounds: _____________________________________ Word Chain: _____________________________________ Read, Write, & Say Target Sounds: _____________________________________ Words: _____________________________________

29. Collaborative Consultation Model for Rural Teachers Essential Personnel • TRI personnel • A K-1 TRI Consultant for each school • Site-based personnel • Superintendent • District Curriculum Coordinator • Principal • A K-1 School Consultant • K-1 Classroom Teachers • K-1 Teaching Assistants

30. Effective Collaborative Strategies in the LEEP Consultation Model

31. Professional Development Mechanisms • Summer Institute • Weekly TRI Team meetings • Monthly workshops • TRI consultant visits • Videos of teachers, guides, and materials

32. School Context

33. Summer Institute • Three Day Summer Institute for all teachers, aides, and principals to learn the TRI strategies • Teachers will learn • how to link assessment with efficient instruction • essential elements of reading development • how and when to use essential strategies • why intensive instruction is worth it • why repetition across the day is worth it

34. Weekly TRI Team Meetings Specific agenda: • To link assessment data with efficient instruction • To repeat and extend content from the summer institute • To problem-solve collaboratively • To ensure participation and fidelity

35. Monthly Workshops • To build relationships across K-1 • To extend the TRI content knowledge and skills on a specific timeline • To link assessment data with efficient instruction • To provide a video model of teachers using the TRI or examples of TRI Extensions • To provide opportunity for school to receive coaching from TRI Consultant, in person, via conference call, or via web cam

36. Research Design (2005-2007) • Select rural counties with limited access to teacher professional development. • Select four non-Reading First elementary schools willing to participate. In the following year select two additional Reading First schools. • Randomly assign schools to the intervention (TRI) and control group (no TRI). • Randomly select 5 struggling learners • Randomly select 5 non-struggling learners

37. Child characteristics TRI Non-TRI

38. Teacher characteristics

39. Data collected • Lots of data were collected! • Today—report on: • Child assessments: • Phonological awareness with the CTOPP • Word Attack (Woodcock-Johnson) • Letter/Word ID (Woodcock-Johnson) • Receptive Vocabulary with the PPVT-III • Classroom observations

40. Child Outcomes: (Fall and Spring Testing) LSMean Gain F-Test Group Outcome

41. Child Outcomes: (Fall and Spring Testing) LSMean Gain Outcome T-Test Group

42. Final Thoughts • TRI = efficient, effective reading instruction • TRI = effective professional development processes • It works! Evidence-base. • Sustainability and portability

43. One Teacher’s Experience…