A Diagnostic Teaching Intervention for Classroom Teachers: Helping Struggling Readers in Early Elementary School in Ru

1. A Diagnostic Teaching Intervention for Classroom Teachers: Helping Struggling Readers in Early Elementary Schoolin Rural America Lynne Vernon-Feagans University of North Carolina

2. The Targeted Reading Intervention (TRI) Targeting instructional match in every interaction…

3. The Targeted Reading Intervention Lynne Vernon-Feagans Kate Gallagher Marnie Ginsberg Steve Amendum Kirsten Kainz Peg Burchinal Steve Knotek Kelley Mayer Jason Rose Tim Wood Natalie Phelps Jeanne Gunther Mandy Peters Iris Padgett

4. Children are poorer Children have lower pre-readiness skills Housing is poorer Distances to services and schools are greater Jobs are lower paying and in the service sector Bus rides are longer Teachers are less skilled Tax base is lower Children are exposed to less random violent crime More two parent families More home ownership A greater sense of place Teachers know many of the families of the children they teach Teachers have more experience Families rate teachers more favorably The Rural Context Assets Challenges

5. Small Towns

6. Farming

7. Home deterioration

8. Trailers

9. Community Schools

10. Purpose The Targeted Reading Intervention (TRI) is designed to improve the literacy teaching strategies of teachers in low wealth rural communities, using an individualized diagnostic teaching model, with a specific focus on teaching strategies that are effective with struggling readers who do not make reading gains using traditional reading instruction.

11. The TRI Studies • Cluster Randomized Clinical Trials to assess the effectiveness of the TRI in a series of 3 research studies • Part of the National Research Center on Rural Education Support (Tom Farmer & Lynne Vernon-Feagans) • www.nrcres.org/TRI.htm • Funded by the Institute of Education Sciences (IES)

12. Background on Struggling Readers • Children’s early success in reading is critical for their later schooling success (Juel, 1988; Foorman et al., 1998) • Research shows that by the end of first grade children’s trajectories are set for school (Alexander & Entwisle, 1988)

13. Two Groups most at Risk for Reading Failure • Low income children are the large group least responsive to interventions (Foorman & Torgesen, 2001; Torgesen et al., 2007) • Children who have phonological processing problems who are often identified as reading or learning disabled are also less responsive to intervention (Foorman & Torgesen, 2001) • These two groups overlap

14. Model of Early Reading • Preventing Reading Failure in Young Children (1998) • The National Reading Panel (2000) • No Child Left Behind Legislation (2001) • Reading First • National Joint Committee on Learning Disabilities (2005)

15. Effective Interventions for Struggling Readers(Vernon-Feagans, Gallagher & Kainz, in press) • 1. Explicit Instruction • 2. Early Intervention in first few grades • 3. One on one and small group instruction • 4. Effective classroom teacher/child relationships • 5. Diagnostic Teaching

16. The TRI Model of Diagnostic Teaching

17. Targeted Reading Intervention (Tier 2 Intervention) • Collaborative consultation in the regular classroom setting with the classroom teacher • Intensive, diagnostic reading instruction for each struggling reader by the classroom teacher • Instructional match in each teacher/child interaction • Integration of word attack skills within the context of words and text and in guided oral reading • Daily instruction 15 minutes per day until child makes rapid progress • Delivered in one-on-one sessions between teacher and child

18. The TRI Delivery Model • 3 Day Workshop in the summer • Continual teacher work during the summer with children with email/phone distant consultation • Identification of struggling readers at the beginning of school • Weekly, biweekly or monthly problem solving between literacy consultant and teacher, using TRI strategies • Weekly/biweekly grade level meetings with our literacy consultants • Training of an on site literacy consultant

19. Aligned with goals/needs of rural teachers • Geared to low wealth schools • Can be accomplished without many material or people resources • Can Be used with any curricula • Is supportive of isolated teachers • Is sustainable with current funding

20. TRI Materials TRI Reference Tool TRI Picture Dictionary TRI Professional Development Guide • Posters • Reading Model • Stages of Word Work TRI diagnostic map

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

22. “What’s the student’s most pressing need?” Diagnostic Map Student ___________________________ Date ___________________ Assessment-Based planAssessment of Today’s WorkMoving Forward Re-Reading for Fluency • Model fluent reading, this text • Re-Read the same text • Show off to class or adult • Move to next text Text ______________________ ______________________ Word Work Change One Sound • Repeat changing w/ 3-sound words • Begin/Repeat changing w/ 4-sound words • Repeat sound(s) _____ • Move to new sound _____ • Fade to oral only Target Sounds ______________________ Word Chain ______________________ Sort, Write, & Say • Repeat sound ________ • Move to new sound ________ • Repeat sound 2+ sessions from now ___ • Fade this activity Quick Review of Sounds ______________________ Focus Sound ______________________ • Repeat w/ same sound ______ • Repeat w/ a mix of sounds ____ • Repeat sound 2+ sessions from now • Search for same sound ______ • Add to Sort, Write, & Say sheet • Search for one sound _____ & then another • Repeat 2+ sessions from now Word Division or Search for the Sound ______________________ ______________________ ______________________ Try One Strategy ________________ Flexible w/ the Try One Strategy?________ Pocket Phrases • Repeat phrase(s) ______________________________________ • Teach new phrase _____________________________________ • Target word(s) ______________________________________ • Fade this activity Review ______________________ New ______________________

23. TRI: Primary Word Work Strategies • Segmenting Words • Change One Sound • Read, Write, & Say • Pocket Phrases Word Work (~8+ minutes)

24. The Interaction of Decoding and Sight Word Development The Interaction of Decoding & Sight Words

25. Word Work: Change One Sound

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

27. Guided Oral Reading for Struggling Readers

29. Three Studies: TRI in Rural Low-wealth Schools • Study 1: a one semester TRI intervention in a in non-Reading First schools in kindergarten and first grade. • Study 2: Is a two semester TRI intervention in Reading First Schools in kindergarten and first grade. • Study 3: a two semester TRI intervention in Texas and New Mexico, using distance literacy consultation with laptop computers and web cams

30. Research Design • Randomly assigned schools to the intervention and the control condition. Targeted all kindergarten and first grade classrooms to be part of the study. • 3-5 focal children in each classroom were randomly selected from those children identified by the teacher as struggling learners • 3-5 non-focal children in each classroom were randomly selected from those children identified by the teacher as not struggling learners

31. Study 1: Non-Reading First Schools

32. Year 1(non Reading First) 20 teachers (n = 163) Year 2 (Reading First) 24 teachers (n = 170) Kindergarten 1st Grade Kindergarten 1st Grade Experimental Control

33. Child Characteristics for Studies 1 and 2 EXP CON

34. Teacher Characteristics

35. Child Outcomes (Fall and Spring Testing)

36. Change in the Intent to Treat Design for Study 1 • No teacher was able to get through all five children. Most teachers were only able to work with 2 to 3 children • Created an adequate fidelity and inadequate fidelity group within the focal experimental group

37. Five Groups of Children • 1. Control non-focal • 2. Control focal • 3. Experimental non-focal • 4. Experimental Inadequate Fidelity Focal • 5. Experimental Adequate Fidelity Focal

38. * (Effect sizes > 1) * * Group

39. + ■PPVT + p < .055 effect sizes = .7 + p < .08 effect size = .5

40. Grade retention • 10 children were retained in grade. No children from the experimental schools were retained. They were all in the control schools.

41. Study 2: Reading First 170 children in kindergarten and first grade

42. Year 1(non Reading First) 20 teachers (n = 163) Year 2 (Reading First) 24 teachers (n = 170) Kindergarten 1st Grade Kindergarten 1st Grade Experimental Control

43. Four Groups of Children • 1. Control non-focal • 2. Control focal • 3. Experimental non-focal • 4. Experimental Focal

44. ■WJ - Basic Reading * Effect size = .7 * Group

45. * Effect size = .7 * Group

46. Study 3: Web cam study in Rural America

47. Texas and New Mexicon = 358 Experimental Control

48. Web cam consultation in Remote Locations • UNC Consultants can see and hear the teacher working with target children in real time so teachers get feedback immediately. Teachers can also see and hear the consultant in real time. • Consultants can attend grade level meetings via web cams. Teachers can see the consultant and the consultant can see the teachers. • Teachers can download information and training videos from the web