The Targeted Reading Intervention (TRI): A Classroom Teacher Tier 2 Intervention to Help Struggling Readers in Early El

1. The Targeted Reading Intervention (TRI): A Classroom Teacher Tier 2 Intervention to Help Struggling Readers in Early Elementary School. Lynne, Vernon-Feagans, Steve Amendum, Kirsten Kainz, Marnie Ginsberg Tim Wood and Amanda Bock Peg Burchinal Jason Rose Tim Wood Jeanne Gunther Mandy Peters Iris Padgett

2. The Targeted Reading Intervention Background Rural Context Struggling Readers Previous Interventions Theoretical Framework Unique elements of the TRI Research Design and Results

3. 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 More child school stability Teachers know many of the families of the children they teach Teachers have more experience Families rate teachers more favorably The Rural Context(Vernon-Feagans, 2008) Assets Challenges

4. 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)

5. Groups most at Risk for Reading Failure • Low income children are the large group least responsive to interventions (Foorman & Torgesen, 2001; Torgesen et al., 2006) • Children who have phonological processing problems who are often identified as reading or learning disabled are also less responsive to intervention (Foorman & Torgesen, 2001) • Children who have phonological awareness deficits and children who have rapid naming deficits (Wolf & Bowers, 1999; Boscardin et al., 2008)

6. Effective Interventions for Struggling Readers(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 classroom teacher/child relationships • 5. Diagnostic Teaching

8. Aligned with goals/needs of rural teachers • Can be accomplished without many material or people resources. • Can Be used with any curricula • Is supportive of the professional development of isolated teachers • Is sustainable with current Title 1 funding

9. Purpose of this Study To examine the effectiveness of the Targeted Reading Intervention (TRI) that was 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.

10. Targeted Reading Intervention (Tier 2 Intervention) • Collaborative consultation in the regular classroom setting with the classroom teacher ever other week • Intensive, diagnostic reading instruction in one on one sessions 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

11. Integrating Word Work with Rereading for Fluency and Guided Oral Reading

12. Research Design • Randomly assigned schools to the intervention and the control condition. Pair matched schools on free and reduced lunch, % minority, school size, and Reading First. 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

13. Fidelity • Teacher report of weekly use of the TRI by child • Literacy consultant biweekly rating of fidelity quality by child (when teacher is working with that child) • Moderate fidelity implementation

14. Face to Face Reading Consultation Model5 elementary schools 14 experimental 18 control classrooms 132 kindergarten children 144 first grade children

15. Questions • Was there an intent to treat effect for the TRI on basic reading (LWI and WA from the WJTA, III)? • What demographic characteristics were associated with the most or least gain in reading • Ethnicity • SES • Gender • What skill characteristics were most associated with gains in • Phonological Awareness • Rapid Naming

16. Child Characteristics EXP CON

17. Teacher Characteristics

18. Child Outcomes (Fall and Spring Testing)

19. Letter Word ID Findings

21. Word Attack Findings

25. Conclusions • Regular classroom teachers with consultation from literacy consultants can be effective in helping struggling readers progress in reading, especially when they used assessment based intervention like the TRI. • In addition, they may also be able to help children who have particular deficits that have been shown to be difficult to remediate, such as phonological awareness deficits and rapid naming deficits

26. Thank You Targeting instructional match in every interaction…