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Marianne Gomez, Karry Pace, Ashley Solomon, Grace Simonca , Jonathan Walters

What are Characteristics of Teaching Models and Strategies that Work With Tier 2 Readers? How Can We Implement Them In The Classroom?. Marianne Gomez, Karry Pace, Ashley Solomon, Grace Simonca , Jonathan Walters. What Defines a Tier 2 Reader?.

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Marianne Gomez, Karry Pace, Ashley Solomon, Grace Simonca , Jonathan Walters

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  1. What are Characteristics of Teaching Models and Strategies that Work With Tier 2 Readers? How Can We Implement Them In The Classroom? Marianne Gomez, Karry Pace, Ashley Solomon, Grace Simonca, Jonathan Walters

  2. What Defines a Tier 2 Reader? • A Tier 2 reader is a student who has “fallen behind” in the reading development process. This may include: • underdeveloped pre-reading skills • underdeveloped skills for phonological processing and decoding • underdeveloped vocabulary • underdevelopment of comprehension strategies. • Without intervention, Tier 2 readers are at risk to never develop these skills and be illiterate or poor readers into adulthood.

  3. Characteristics of a Tier 2 Reader • Who is most likely to be a tier 2 reader? • As many as 1 in 5 students are Tier 2 / struggling readers. • A high percentage of these are minority, ESOL, and/or economically disadvantaged students

  4. What causes contribute to students becoming Tier 2 readers? • May be due to factors in the domain of cognitive development, but not necessarily • Factors from any of the domains of development could be causes • Struggling readers in the early grades are most likely not struggling due to cognitive developmental problems (meaning they are “not ready” to learn to read). The “wait to fail” philosophy is not the best approach. Research shows that early intervention is best!

  5. Teaching Strategies • Phonics : • Sounding out the words letter by letter • Model an example for the students • Ex) sound out the word bat “b-a-t” and then say the word “bat” • The students will hear the word broken up and then hear all the syllables together to form the word. • Students under tier 2 intervention need plenty of practice. Modeling is good, practice is even better 

  6. Teaching Strategies (Cont.) • Phonics (Cont.) • Shoe • Right

  7. Teaching Strategies (Cont.) • Letter combinations: • If the class is working on the sound that a and d make together “ad” show this letter combo in different contexts. Depending on what grade, you may use nonsense words. • Ex) bad, lad, yad, mad, rad, cad etc…

  8. Teaching Strategies (Cont.) • Vocabulary: • Purposely have the students read text that contains words they are not familiar with. • Read the text aloud as they follow along and highlight the words they may not know. By reading aloud they get to hear the context of the word and can use context clues to gather the meaning of the word. • You can also cover the unknown words and have the students read around the word and guess what word would make sense in the given context.

  9. Teaching Strategies (Cont.) • Comprehension: • Create a graphic organizer that has the elements of a story broken up • Ex) Setting, plot, main characters and what the story was meant for –Informative? Entertainment? • Since one of the goals of tier 2 intervention is self-monitoring, seeing how a story should be broken up, they can begin to formulate their personal strategies when reading stories on their own.

  10. Teaching Strategies (Cont.) • Fluency: • Fluency is how fast a text is read and how accurately. • When working with small groups, buddy reading is a great strategy. • You can begin by reading a text aloud while the student follow along, and then read again and have the students read all together aloud. • Then, reinforce this by having the student buddy read with one another • This is good practice for fluency, AND you can take this chance to determine comprehension as well since the students have had ample chance to understand the text with less pressure on them.

  11. Reading Recovery • Developed by Mary Clay • Offers daily 30-60 minute sessions for students who are having difficulty with reading after 1 year of formal instruction. • Program usually lasts 12 to 16 weeks. • The goal is to give students the assistance they need to develop independent reading strategies. • The focus of each lesson is to understand messages in reading & construct meaning in writing.

  12. Reading Recovery (Cont.) • Clay was challenged to develop a program that: -allowed delivery among a wide variety of learners. -for specific, individualized, and unique needs. • To meet this challenge the program was created using 4 interconnected and interacting components: -literacy instruction for lowest achieving 1st grader. -three tiered staffing model. -implementation of Reading Recovery as an innovation. -monitoring & evaluation of student success and providing a feedback loop for program improvement. • Reading Recovery is designed to provide social interaction that supports the student’s ability to work in their ZDP (Zone of Proximal Development) • The teacher plays an essential part for the success of this program- one to one model & extensive teacher training.

  13. Reading Recovery (Cont.) • Working With Letters:-Student and Teacher work together to build words using letter magnets. With using the letters student can see word patterns and endings.-Uses the make and break technique. Students are able to construct, break apart and reconstruct common word patterns.

  14. Reading Recovery (Cont.) • Writing a Story:-Reading and writing are closely related and writing can be used as a means for understanding reading. 1. Student will dictate a story to the teacher as the teacher writes down what the student says2. Teacher will repeat the story as the child dictated3. Student writes story on bottom of page and uses the top of the page to work on unsure words (Elkonin boxes)4. After student has written, read and reread, the sentences will then be written on a sentence strip and the words will be cut apart so that student can reassemble the sentence. • Fosters comprehension and knowledge of syntactic structures

  15. Reading Recovery (Cont.) • Reading a New Book: • This is done at the end of Reading Recovery to apply and integrate the strategies learned. • Provide a variety of books for child to choose from. Books should present some challenge- but not too much (Should know 90% of the words) • Teacher will lead the child in a book walk- pointing out the title, author and illustrations for an overview of the text as well as pointing out unfamiliar words and expressions, whatever you can do to prepare the student for a successful reading • The next day you will do a running record on the students reading to assess how well the program worked

  16. Early Intervention Programs • Classwide Peer Tutoring (CWPT) • Can be used in all subjects • Peer assisted • Integrates with curriculum • Team effort • Test at the end of the week • 30 minuets a day, throughout the week

  17. Early Intervention Programs (Cont.) • Cooperative Integrated Reading and Composition (CIRC) • Reading and writing program • Students work in pairs or group • Used in grades 2-8 • Many different activities • Spanish version is available

  18. Early Intervention Programs (Cont.) • Reciprocal Reading • Good for ELLs • Peer support • Students work in pairs or groups • Set of four strategies • FREE!

  19. Early Intervention Programs (Cont.) • Phonological Awareness Literacy Screening (PALS) • Comprehensive assessment of student’s knowledge • Three parts: PALS- Pre-K, PALS-K, PALS- 1-3 • Identifies students in need of additional reading instruction

  20. Early Intervention Programs (Cont.) • Literacy Enhancement and Peer Support (LEAPS) • Fairly new • Being implemented in Hong Kong • Peer assisted • 30 minuets a day, throughout the week • One on one tutoring

  21. Wiki Page • Check out our wiki page: • http://tier2readers.wikispaces.com/

  22. References • Pickard, K. T. (2009). Reading Development in At-risk Kindergarten Students: A Tier 2 Response-to-intervention RTI Program Using Research-Based Principles in Early Literacy. Philadelphia College of Osteopathic Medicine Department of Psychology: Psychology Dissertations, 1-18. •  Gunning, T. (1998). Assessing and correcting reading and writing difficulties. (Fouth ed., p. 497). New Jersey: Pearson Education Inc. • Alpine School District. (2007). Tier 2 reading intervention. American Fork, Utah: Retrieved from http://www.alpine.k12.ut.us/depts/curriculumDept/subjects/langArts/Tier2/Tier2binder7-27-07.pdf • Clay, M. (1985). The Early Detection of Reading Difficulties. Portsmouth, NH:Heinemann. • Clay, M. (2005). An Observation Survey of Early Literacy Achievement (p.17). Portsmouth, NH: Heinemann.

  23. References (Cont.) • Pinnell, G. (1994). Comparing Instructional Models for the Literacy Education of High- Risk First Grades. Reading Research Quarterly, (1)29, 8-39. • Cheng, P., Luk, S., & Pang, Y. (2009). Literacy enhancement and peer support (leaps): Prevention and intervention of reading difficulties. Journal of Youth Studies, 12(2), 87-98. • Cox, B., Hopkins C. (2006). Building on theoretical principles gleaned from Reading Recovery to inform classroom practice. Reading Research Quarterly, 41 (2), 254-267. • Ruzzo, K. (1999). Saving James. Instructor, 108 (6), 31-33. • Rinehart, J., Short, P. (2010). Viewing Reading Recovery as a Restructuring Phenomenon. Journal of School Leadership, 20 (1), 89-109

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