The Targeted Reading Intervention (TRI): An RCT of a Tier II Intervention for Classroom Teachers That Helps Struggling R

1. The Targeted Reading Intervention (TRI): An RCT of a Tier II Intervention for Classroom Teachers That Helps Struggling Readers Lynne Vernon-Feagans Marnie Ginsberg Amy Hedrick Kirsten Kainz Peg Burchinal Tim Wood Jeanne Gunther Mandy Peters Iris Padgett Sandra Garcia Amanda Bock Jennifer Baucom Gina Harrison

2. Thanks to our partner schools and teachers in Nebraska, New Mexico North Carolina and Texas without whose support this project would never have been successful…and Thanks to the children who made it all worthwhile.

3. The Targeted Reading Intervention (TRI) (Tier 2 Intervention for Classroom Teachers) Part of the National Research Center on Rural Education Support (Tom Farmer & Lynne Vernon-Feagans) Funded by the Institute of Education Sciences (IES)

4. The Targeted Reading Intervention The Changing Rural Context Struggling Readers The TRI Framework for Reading The TRI Intervention Three Randomized Clinical Trials

5. Rural America is Changing

6. Small Towns

7. Farming

8. Community Schools

9. Poverty Housing Isolation Jobs In and out migration Children have lower pre-readiness skills Bus rides are longer Teachers have less education Tax base is lower Consolidated schools Half as many college graduate Children are exposed to less random violent crime More home ownership More child school stability Teachers know many of the families of the children they teach Teachers have more experience Families rate teachers more favorably Families and schools value their sense of place The Changing Rural Context Assets Challenges

10. Jobs in the Service Sector Lower paying jobs Fewer benefits Irregular job hours

11. Housing Safety Isolation

12. Changing Demographics Outmigration In Migration Diversity

13. Child Poverty in Rural and Urban Areas: 1990 - 2007 O’Hare (2009)

14. Children Living in Rural Poverty(compared to Urban) Of the 701 counties in the US that have experienced persistent poverty since 1970, 601 (82%) were located in rural America • Deeper Poverty • Longer periods of Poverty • African Americans 50% poorer • Fewer married Parents

15. Struggling Readers

16. Who is at risk and less responsive to Intervention? • Low income children (Foorman & Torgesen, 2001; Torgesen et al., 2006) • Children with phonological processing problems (Foorman & Torgesen, 2001, Snow et al., 1998) • Children who have who have rapid naming deficits (Wolf & Bowers, 1999; Boscardin et al., 2008)

17. Why is Early Intervention Important in Reading? • Children’s early success in reading is critical for their later schooling success (Juel, 1988; Foorman et al., 1998) • Research shows that for children at risk academic trajectories are fairly stable by the end of first grade, predicting their entire school career (Alexander & Entwisle, 1988)

18. Elements of Successful Interventions(Foorman & Torgesen, 2001; Snow et al, 1998, Connor et al., 2007; 2008) • 1. Explicit Instruction • 2. Early Intervention in first few grades • 3. One on one and small group instruction • 4. Effective teacher/child relationships

19. The Key to success for struggling readers in low wealth schools is diagnostic teaching by the classroom teacher with the help of a reading coach/consultant

20. The TRI Framework

21. The TRI Classroom Processes that Promote Rapid Progress in Reading Coaching in instructional match between the teacher and child in one on one 15 minutes sessions Focus on child’s most pressing need always in the context of the word and text Create a motivational Context for each interaction Teachers learn best through Teaching practice not through Knowledge enhancement

22. TRI Transactional Model

23. The TRI Intervention

24. Four Main Levels of Beginning Reading Pink Blue Green Purple

25. “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 ______________________

26. Word Identification Decoding Understanding of Alphabetic Principle Phonemic Awareness Skills Phonics Knowledge Sight Word Knowledge Strategies for Using Context

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

28. Vocabulary

29. Fluency

30. Comprehension

32. TRI Diagnostic 15 minutes sessions Re-Reading for Fluency (~2+ minutes) Word Work (~8+ minutes) Guided Oral Reading (~5+ minutes) TRI Extensions

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

34. Change one sound

35. Integrating Word Work with Guided Oral Reading

36. Guided Oral Reading

37. Three Randomized Clinical Trials The TRI in Practice

38. Three Studies: TRI in Rural Schools • Pilot RCT Study in 3 rural schools, using face to face consultation • Small RCT in 5 rural schools, using face to face consultation • A larger RCT in 6 rural schools, using technologically mediated consultation, via webcams

39. Research Design for all Studies • Pair matched schools on free and reduced lunch, % minority, school size, and Reading First. • Random assignment. • All kindergarten and first grade classrooms were involved. • 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

40. Fidelity • Teacher report of weekly use of the TRI by child (now done on the web) • Literacy consultant biweekly rating of fidelity quality from watching teacher/children working together (fidelity checklist)

41. Study 1: Pilot Study: TRI Face to Face Reading Consultation 3 elementary schools 8 experimental 12 control classrooms 90 kindergarten children 96 first grade children

42. Study 1: Questions Is there evidence that the non-focal children in experimental classrooms were not harmed or might have benefited from the TRI compared to the non-focal children in the control classrooms • Is there evidence that the TRI enhanced the reading skills of kindergarten and first grade children on basic reading (Word Attack and Letter Word Identification) for the focal experimental children versus the focal control children

43. Study 1: Child Demographics (N = 186)

44. Study 1: Child Demographics (N = 186) Note: Counts or percents may not add to 100 due to missing data.

45. Study 1: Teacher Demographics (N = 20)

46. Study 1: Teacher Demographics (N = 20)

47. Child Outcomes (Fall and Spring Testing)

49. Fidelity • There were 18 experimental focal children in kindergarten, all of whom were rated as receiving adequate fidelity. • There were 20 experimental focal children in first grade, with only one receiving adequate fidelity.

50. Study 2: RCT Face to Face Reading Consultation Model 5 elementary schools 14 experimental 18 control classrooms 132 kindergarten children 144 first grade children