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Steve Amendum Marnie Ginsberg Lynne Vernon-Feagans NREA Research Symposium, 2007

Accelerating Rural Students’ Growth with the Targeted Reading Intervention A Dual-Level Intervention for Rural K-1 Struggling Learners and their Teachers. Targeting instructional match in every interaction…. Steve Amendum Marnie Ginsberg Lynne Vernon-Feagans NREA Research Symposium, 2007.

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Steve Amendum Marnie Ginsberg Lynne Vernon-Feagans NREA Research Symposium, 2007

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  1. Accelerating Rural Students’ Growth with the Targeted Reading InterventionA Dual-Level Intervention for Rural K-1 Struggling Learners and their Teachers Targeting instructional match in every interaction… Steve Amendum Marnie Ginsberg Lynne Vernon-Feagans NREA Research Symposium, 2007

  2. 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.

  3. 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)

  4. Cierra • “the most challenging student…that I had in all my years of teaching” • “I did not know at what moment when she came in the classroom what that day was going to be like. And if she was just going to snap and …lose it – what was she going to do?”

  5. How did theory and research inform the TRI design?

  6. Why focus on rural kindergarten and first grade teachers? • First years of school • (Alexander& Entwisle, 1992; Juel, 1988; Vernon-Feagans, Odom, Pancsofar & Kainz, in press; Vernon-Feagans, Gallagher & Kainz, in press) • Rural teachers’ experience/access • (GAO report, 2004; Lee & Burkham, 2003) • Satisfaction/preschool experiences • (Israel, 2004; Vernon-Feagans et al., in press)

  7. Why focus on struggling learners? • Rate of progress below expectations • (Pianta, 2001; Meisels, 2001) • NCLB spotlight • Impacts behavior

  8. Why focus on literacy? • Foundation for subsequent academic learning • (Lyon et al., Snow, Burns & Griffin; 1998; Vernon-Feagans, 1996) • End of first grade decoding accounts for 40% of reading comprehension during secondary school • (Foorman et al., 1997)

  9. What is the TRI and why is it unique?

  10. What is the Targeted Reading Intervention? • For struggling K-1 students • Intensive, diagnostic reading instruction • Daily • Given by the classroom teacher • One-on-one  small groups • Rapid reading growth

  11. What makes the TRI unique? • Intensive collaborative consultation • Individual diagnostic teaching model • Classroom teacher tutors • Teacher-student relationships

  12. 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

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

  14. TRI framework Re-Reading for Fluency (~2+ minutes) TRI Extensions

  15. TRI framework Word Work (~8+ Minutes) TRI Extensions

  16. Initial word work strategies • Segmenting Words • Change One Sound • Read, Write, & Say • Pocket Phrases Word Work (~8+ minutes)

  17. Word Work example: Change One Sound

  18. TRI framework Guided Oral Reading (~5+ minutes) TRI Extensions

  19. Guided Oral Reading examples

  20. What makes the TRI professional development unique? • Summer institute • Weekly TRI Team meetings • Monthly workshops • Ongoing collaborative consultation

  21. What makes the TRI Professional Development unique? Ongoing collaborative consultation: • TRI Consultant, in NC, provides support all year • On-site Consultant, for K-1 teachers • Facilitates the TRI Professional Development process • Bi-weekly individual consultation • Via webcam • Focus on the TRI session and the specific student’s needs • Weekly or bi-weekly problem-solving meetings • driven by TRI diagnostic teaching and a problem-solving process

  22. What makes the TRI professional development unique?

  23. What makes the TRI professional development unique?

  24. Preliminary TRI Results

  25. Three studies: TRI in rural low-wealth schools • Study 1 • one semester TRI intervention • non-Reading First schools • 168 K-1st children • Study 2 • two semester TRI intervention • Reading First schools • 170 K-1st children • Study 3 • in-depth case study of TRI instruction • one teacher and 1st grade student

  26. Research design: Study 1 and Study 2 • Randomly assigned schools to intervention or control • All kindergarten and first grade classrooms • 5 focal children in each classroom were randomly selected from those children identified by the teacher as struggling learners • 5 non-focal children in each classroom were randomly selected from those children identified by the teacher as not struggling learners

  27. Study 1--Key findings • Struggling students who receive the TRI with adequate implementation • greater growth in the Woodcock-Johnson Letter/Word ID subtest • greater growth in the Peabody Picture Vocabulary Test. • No K-1 children retained in experimental school • 10 retained in control schools

  28. Study 2--Key findings • Struggling students identified to receive the TRI • greater growth in the Woodcock-Johnson Basic Reading cluster • greater growth in the Woodcock-Johnson Letter/Word ID subtest • Struggling students who receive the TRI with adequate implementation • greater gains in their teachers’ ratings of their literacy skills

  29. Study 3 • One first grader, “Cierra” • Struggled with reading and academics • Pre-primer reading instructional level • Exhibited serious behavior problems • TRI instruction March 10, 2006 thru May 10, 2006

  30. Study 3—Key findings  Dramatic improvement in multiple areas • Phonemic awareness • Phonics knowledge • Oral reading fluency • Instructional reading level • Self-selected reading practice • General classroom behavior • General classroom performance • Teacher-student relationship

  31. Phonemic awareness improvements

  32. Phonics knowledge improvements Number correct

  33. Oral reading fluency improvements

  34. Instructional reading level Improvements • March 10 • Pre-primer reading instructional level (94% accuracy) • April 11 • First-grade reading instructional level (90% accuracy)

  35. Self-selected reading practice 11/05 12/05 1/06 2/063/1-3/20 3/21-4/24

  36. One teacher’s experience…

  37. Final thoughts • TRI = effective early intervention • TRI = effective professional development processes • Flexible, sustainable & portable

  38. For further information… • Steve Amendum • samendum@email.unc.edu • Marnie Ginsberg • mginsber@email.unc.edu

  39. The Targeted Reading Intervention Model

  40. The Interaction of Decoding & Sight Words

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