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Essentials of Evidence-Based Academic Interventions

Essentials of Evidence-Based Academic Interventions. Webinar #1 September 26, 2013 Heidi Hahn and Jennie Stumpf Region 5 & 7 SLD Trainers. Special Education’s Connection to Evidence-Based Intervention ( Chapter #1). Role of Special Education Evaluation/Assessment

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Essentials of Evidence-Based Academic Interventions

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  1. Essentials of Evidence-BasedAcademic Interventions Webinar #1 September 26, 2013 Heidi Hahn and Jennie Stumpf Region 5 & 7 SLD Trainers

  2. Special Education’s Connectionto Evidence-Based Intervention (Chapter #1) • Role of Special Education Evaluation/Assessment • Understand and identify a student’s patterns of strength and weaknesses - **critical to identify a learning disability, even more critical is to plan for effective instruction • Assessment is a powerful too to identify when instruction is working and when it is not

  3. Evidence-Based Instruction • Program, methodology and/or practice that have records of success • Scientifically Based Research: research that involves the application of rigorous, systematic, and objective procedures to obtain reliable and valid knowledge relevant to educational activities • Does program/approach provide systematic and explicit instruction • Does program/approach provide flexibiilty • Does program/approach provide wide range of high quality literary materials • www.ies.ed.gov/ncee/wwc/

  4. Research-Based Teaching Practices • Teacher Effect: Teachers have a powerful influence on student learning • Quality Instruction: 1.) Amount of time on task 2.) Student’s level of success 3.) Content covered

  5. Key Principles of Effective Teaching • Prior Knowledge “The more neurons fire together, the more they wire together” • Active Engagement • Explicit Instruction • Scaffolding Instruction • Differentiated Instruction • Strategy Instruction • Advanced Organizers • Feedback • Expectations – A climate of success • Peer Mediated Instruction • Peer Tutoring • Cooperative Learning Pg. 15 Marzano’s RR

  6. Phonological Awareness andBeginning Phonics (Chapter #2) • Phonemic Awareness – narrow ability that refers to detecting and manipulating individual phonemes • Phonological Awareness – broader ability that encompasses all aspects of sounds • Rhyming words • Hearing syllables within a word **Phonological Awareness includes all types of activities that focus upon sounds at the phoneme, syllable, or word level **Types of Phonological Awareness Activities – p.20

  7. Characteristics of IndividualsStruggling with Phonological Awareness • Best predictor of reading difficulties in kindergarten and first grade (Lyons, 1995) • Difficulty with the acquisition, retention and application of phonic skills • Struggle to read and spell because of difficulties distinguishing, memorizing and retrieving various speech sounds

  8. Developmental Sequence forPhonological Awareness • Rhyming: preschool and kindergarten • Counting Syllables: first grade • Deleting part of a Compound Word: first grade **Executive Functioning Skills – p.22 • Blending and Segmenting Syllables: first grade • Blending, Segmenting and Manipulating Phonemes: second grade **Phonological awareness instruction, when combined with instruction in letter knowledge leads to long standing improvements in reading and spelling (Anthony &Francis, 2005)

  9. Blending and Segmenting • The two most important phonological awareness abilities for reading and spelling are: • 1.) Blending – “If I say these sounds, what word am I saying /f/i/sh/ • 2.) Segmenting – “Tell me the three sounds you hear in the word fish?” **Rapid Reference 2.3 (p. 23)

  10. Phonics 101 • Students need to learn the connection between phonemes and graphemes – AND put sounds in the correct sequence. • English Language has 40-44 speech sounds • Phoneme: smallest unit of speech that signifies a difference in word meaning (pin vs. pen) • Graphemes: English speech sounds represented by letters and groups of letters - 220

  11. Phonics 101Continued • Alphabetic Principle: Understanding the relationships between phonemes and graphemes • Orthography: A system of marks that make up printed language • Deep Orthography – Connection between the sounds and words are more complex and not always based upon phoneme-grapheme correspondences.

  12. Effective Instruction • Phonological Awareness instruction is most effective when it is taught by having children manipulate letters (National Reading Panel, 2000) • Reading Aloud – sounds and rhythm of language **PEER p.27 • Initial Phonics Instruction **Onset and Rime m/eat/ (RR, p. 28) • Teaching Phoneme-Grapheme Connections **Teaching must be explicit

  13. Phonics and Sight WordInstruction (Chapter #3) • Phonics approaches focus on direct and explicit instruction in phoneme-grapheme relationships **Used to help people of all ages who struggle to pronounce and spell words • Efficient and automatic word pronunciation skill so that all of their attention can be directed toward understanding, considering, critiquing and enjoying what they read

  14. Sight Words • Two types of sight words: • 1.) High Frequency Words – the words that are most commonly used in writing • 2.) Words that contain one or more irregular elements and thus cannot be pronounced correctly through the application of phonics (e.g. once) **Lots of practice and Lots of repetition

  15. Developing Automaticity with Words • Ehri (1998,2000) - Four overlapping phases that underlie the development of efficient, quick reading skill • Prealphabetic Phase: recognize words by visual features (i.e. McDonald’s, Pepsi • Partial-alphabetic Phase: begin to make connections between some of the sounds and letters (beginning and ending of words) • Full-Alphabetic Phase: developed complete connections between letters and sounds – accurate, nonsense words • Consolidated-Alphabetic Phase: mastered letter patterns including morphemes, syllables and rimes

  16. Characteristics of IndividualsStruggling with Phonics/Sight Words • Executive Functions (p.35): associative memory, orthographic processing, perceptual speed and working memory • Difficulty storing and retrieving accurate representations of phoneme-grapheme relationships • Difficulty learning letter names and letter sounds • Some struggle with the phonological aspect (pronouncing) while others struggle with the orthographic (visual) aspects of reading

  17. Common Phonics Terminology (p.36) • Alphabetic principle: connection between letters and sounds • Consonant: speech sound going through the vocal tract is obstructed by lips, tongue or teeth • Consonant Blend: two adjacent letters that maintain their own sound • Diagraph: two adjacent consonant or vowel letters that make one sound (ph, oa) • Dipthong: two adjacent vowel sounds that are pronounced together with a slide (ou, ow, oi, and oy) • Grapheme: a letter or letter string • Morpheme: the smallest unit of meaning (affixes, root words) • Phoneme: the smallest unit of speech sound • Vowel: a speech sound made in which the sound goes through the vocal tract unobstructed

  18. Effective Instruction • Systematic phonic approaches (p. 38) • Decodable Text • Pronunciation of multi-syllabic words (p.39) • Morphology • Prefixes and Suffixes • Six Syllables Types • Latin-Greek Combining Forms • Sight word instruction (p. 43-47) • Rapid word recognition

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