MPS Intervention/Remediation Committee

1. MPS Intervention/Remediation Committee 2007-2008

2. Intervention/Remediation • Why have an intervention/remediation committee? • Who is the committee composed of? • When will we meet? What will we discuss?

3. The Struggling Reader: Interventions That Work • Remedial reading classes help students after the fact – they have already experienced failure • Legislation is demanding the we act sooner • No Child Left Behind/Reading First • Reading Sufficiency Act – 100% by 7/1/08 • Response to Intervention – IDEA 2004

4. The Struggling Reader: Interventions That Work • Response to Intervention • Response to Intervention aims to prevent unnecessary assignment to special education. With RTI, low-performing children are offered intense, individualized academic intervention. Student progress is monitored to see if response to this intervention yields adequate academic growth.

5. The Struggling Reader: Interventions That Work • How do we respond to these high expectations? • We must take steps to prevent reading problems by intervening as soon as we identify a problem.

6. The Struggling Reader: Interventions That Work • Successful interventions always increase the intensity of instruction – Torgesen, FCRR http://www.fcrr.org/newsletter/InterventionNews.pdf • Key is Positive Instructional Interactions (Pii) through: • Intensity – increased time • Focus – small group • Quality – research proven strategies & highly qualified teachers

7. Chapter 1 – A Prevention-Intervention Framework • A struggling reader is a student who is experiencing significant difficulty learning to read. (p. 10) • We can identify potential struggling readers before problems . . . Develop, and intervene if problems are already present (Snow, Burns, & Griffin, 1998). (p. 12)

8. Chapter 1 – A Prevention-Intervention Framework • Definitions • Remediation is the process of correcting a deficiency. Remediation is a term previously used to describe instruction given to struggling readers, suggesting that teachers should wait until a student is already failing & then correct problems. • Intervention is the process of coming into or between so as to hinder or alter an action. It involves providing instruction to struggling readers to stop further failure & help them make adequate yearly progress. • Prevention is the process of keeping something from happening. It involves identifying potential struggling readers & providing appropriate instruction so that failure is avoided. (pp. 12 -13)

9. Chapter 1 – A Prevention-Intervention Framework Cooper, Chard, and Kiger’s Framework 1. Assess andDiagnose

10. The authors apply this framework to: Oral language Phonemic Awareness Word Recognition Meaning Vocabulary Reading Fluency Comprehension Writing Chapter 1 – A Prevention-Intervention Framework

11. Chapter 2 – Oral Language • Components of Oral Language • Form – sounds, prosody, morphology, & syntax (sentence structure) • Content - vocabulary • Function – pragmatics (way a speaker communicates, purpose) Talk enhances the development of literacy. It is not a subject, but rather a condition of learning in all subjects. – David Booth

12. Chapter 2 – Oral Language • Activities to Support Oral Language • Talk • Read Aloud • Dramatic Play • Puppets • Poems and Songs • Word Play • Elaborate Sentences Talk enhances the development of literacy. It is not a subject, but rather a condition of learning in all subjects. – David Booth

13. Chapter 3 – Phonemic Awareness • Phonological Awareness – awareness of sounds in a language: syllables, onsets and rimes, or individual phonemes

14. Chapter 3 – Phonemic Awareness • Phonemic Awareness is one component of phonological awareness. • It is the understanding that words consist of individual sounds and being able to manipulate those sounds. • Phonemic awareness is an important skill for reading and writing. • It focuses on the oral aspect of sounds in words, not letters.

15. Sequence of activities Sentences wordssegment & blend Compound words separate words - segment & blend 2 syllable words – segment & blend Multisyllabic words – segment & blend Words onsets & rimes- segment & blend Words phonemes -segment & blend Chapter 3 – Phonemic Awareness

16. Chapter 3 – Phonemic Awareness IMPORTANT - Don’t delay phonics instruction for students who have not yet acquired phonemic awareness. Teaching letter-sound correspondences along with phonemic awareness gives students opportunities to develop in both areas. (Perfetti, Beck, Bell, & Hughes, 1987)

17. Chapter 4 – Word Recognition • Word recognition – the ability to read words • Word recognition must be taught. • Word recognition requires applying a reliable, step-by-step strategy

18. Chapter 4 – Word Recognition 4 Prerequisites • Recognize the purposes of print • Recognize the letters of the alphabet • Understand that print represents speech • Acquire phonemic awareness

19. Chapter 4 – Word Recognition 5 Elements of Systematic Word Recognition Instruction • Letter-Sound Relationships • Regular-Word Recognition • Irregular-Word Recognition • Advanced Word Recognition • Story Reading

20. Chapter 4 – Word Recognition Letter-Sound Relationships • Teach more useful letter-sound relationships first • Separate letter-sound relationships that are potentially confusing • Teach continuous sounds before stop sounds • Pace letter-sound instruction based on student success

21. Chapter 4 – Word Recognition Regular-Word Recognition • Step 1 – Sound out the word • Step 2 – Say the word quickly • Step 3 – Sound out the word in your head before reading it aloud

22. Chapter 4 – Word Recognition • Teach the most common, useful words first – Dolch, Fry • Monitor for success – 3 to 5 new words at a time • Frequent opportunities to practice – about 10 words at a time • Teach about 5 minutes/day before introducing in text

23. Chapter 4 – Word Recognition Advanced Word Recognition “Larger Chunks” • Blends • Letter Combinations – consonant digraphs, vowel digraphs, diphthongs, & r-controlled vowels • Vowel-Consonant-e Patterns • Affixes

24. Chapter 4 – Word Recognition Story Reading • Decodable books • Reread familiar books • Encourage students to sound out in their head • Gradually increase difficulty of texts

25. Chapter 5 – Meaning Vocabulary How do students acquire meaning vocabulary? • Through wide reading, discussions, and life experiences • By developing an awareness of words –activities and games that require thinking about words • Through direct instruction • By learning vocabulary related skills –affixes, roots, contractions, compounds

26. Chapter 5 – Meaning Vocabulary How do we help struggling readers develop meaning vocabulary? • Build an ongoing, daily awareness of words • Apply the intervention framework to meaning vocabulary • Provide vocabulary follow-up activities after reading

27. Chapter 5 – Meaning Vocabulary How to build ongoing, daily awareness • Bulletin Boards • Word Banks and Word Books • Wide Reading – provide time to talk about books • Read Aloud • Daily Discussion of Words

28. Chapter 5 – Meaning Vocabulary Teach key concept vocabulary before reading using the intervention framework • Select 6-8 words related to the key concepts in the text • Make sure the words are going to be useful in reading other texts • Know the context in which the words appear • Provide interactive instruction that builds connections for students • Use graphic representations during instruction

29. Chapter 5 – Meaning Vocabulary Teaching vocabulary-related strategies and skills – 5 Step Strategy • I try to pronounce it using phonics. • If I figure it out, I try reading the text aloud. Does it make sense? If not, I go to #3. • I look for parts I know: prefixes, suffixes, base words, and root words. I think about their meanings. • I read to the end of the sentence or paragraph trying the meanings. Does it make sense? • If I still don’t know the word, I ask someone or look it up.

30. Chapter 5 – Meaning Vocabulary After Reading – Providing Vocabulary Follow-Up Activities • Synonyms • Semantic feature analysis • List-group-label • Word sorts

31. Chapter 6 – Reading Fluency What Is Reading Fluency? • According the National Reading Panel (2000), fluency is the ability to read text with speed, accuracy and proper expression.  • Fluent readers: • Recognize words automatically • Read aloud effortlessly and with expression • Do not have to concentrate on decoding • Can focus on comprehension

32. Chapter 6 – Reading Fluency Why Is Fluency Important? • It is a bridge between decoding and comprehension. • It increases motivation to read.

33. Chapter 6 – Reading Fluency Fluency Strategies • Modeled reading - while student follow along • Books on tape or computer – students follows along • Word blending – 5 to 7 words • Word-list reading – words with similar spelling patterns • Repeated reading – independent level • Coached reading (choral, whisper) – instructional level • Wide reading

34. Chapter 6 – Reading Fluency