Transcript Addressing Reading Difficulties Classroom using Research

Addressing Reading Difficulties
in the Classroom using ResearchBased Intervention Strategies
April Turner, M.A.
Melissa Andersen, M.A.
Sara Kupzyk, M.A.
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Characteristics of a Functional Approach
to Reading Intervention
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Student performance assessed directly in the
curriculum
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Intervention targets student performance in
important curricular tasks
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Intervention focuses on the components of
instruction
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Criterion for successful intervention: observable and
measurable improvement in student learning over
time
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The Master Plan for Effective
Intervention
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Must start with strong curriculum
Guide decision-making with frequent, ongoing assessment
Use research-based practices
Tailor intervention to student’s actual need
Develop and implement manageable plan
Monitor plan implementation and student
progress regularly
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General Approaches to Intervention
Selection
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Standard Protocol
Problem-solving
Regardless of the approach, selection of
intervention must be based on the student’s actual
need indicated by assessment data
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Curriculum Based Measurement (CBM)
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Assessing basic indicators of educational
performance
Correct Read Words (CRW) Per Minute is reliable
and valid indicator of reading competence
Measures accurate and fluent performance across
materials and time (generalization)
Frequent, repeated measurement improves
decision-making
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What Type of Problem?
Problem
Indicator
What to target
Reading words
in isolation
High error rate
Reads fewer than
20 words per minute
Blending sounds
Reading sight words
Reading phonetically
regular words
Reading
connected text
Slow and labored text
reading
Reading fewer than
minutes per minute
Accurate and fluent text
reading
Interpreting text
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Difficulty answering questions
and recall
Comprehension
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Instructional Hierarchy
Stage of learning
Instructional Strategy
Acquisition
Modeling, prompting, error
correction, feedback for every
response
Fluency
Practice, incentives for
improvement & feedback for
performance
Generalization
Practice with diverse
items/problems, using the skill with
other skills, using the skill in natural
settings
Haring, Lovitt, Eaton, & Hansen, 1978
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Matching Instruction to Need
Accuracy
Fluency
Generalization
Modeling,
prompting, error
correction and
feedback for
every response
Practice,
incentives for
improvement,
and feedback
for a collection
of responses
Practice with
diverse
items/problems,
using the skill
with other skills,
using the skill in
natural settings
RW in isolation
RW in text
Interpret text
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Interventions for Reading Words in
Isolation
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Prerequisite skills for text reading
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Letter Sounds and Letter Names
Segmenting and blending sounds (phonemes)
Decoding phonetically regular words
Reading sight words
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Phoneme Blending Intervention
Skill: Segmenting and blending sounds
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Materials: 4 Instructional words on flashcards, one blank
flashcard
 Instructional Words: error words chosen from the student’s
reading text
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Decodable words with predictable and not unusual sounds
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Appropriate: ship, soap, quick
Inappropriate: what (“a” sounds like “u”), these (silent “e”)
Procedure/Demonstration:
 First three times through the cards consists of sounding out each
phoneme (expose one at a time using the blank card until student
can see whole word), then blending them into each Instructional
Word
 Last time through consists of student reading each Instructional
Word
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Phonics Intervention
Skill: Decoding phonetically regular words
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Materials: Word list, instructional passage
Procedure/Demonstration:
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Teach a phonics lesson
Train phonics words in isolation: model + prompt
responses
Have students practice phonics words in passage
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Model, repeated readings, error correction, performance
feedback
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Flashcard Intervention
Skills: Letter Sounds and Letter Names,
Reading sight words
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Builds accuracy for unknown sounds, letters, and words
Materials: Flashcards with letters or sight words
Procedure/Demonstration (sight words):
 Identify unknown words
 Model the first two words and have the student repeat
 Have the student say the words on their own
 If student says all of the words correctly, shuffle the cards, model
a new word and continue through remaining words.
 If student does not say a word correctly or doesn’t respond,
model the word and have student repeat, shuffle the cards, and
repeat (do not add a new word until the student gets all of the
words correct the first time)
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Flashcard Intervention Example
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Nick- a 1st grade student
Weak sight word vocabulary
Nick
Total Words Read Correctly
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Word Set 2
Word Set 1
Maintenance
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20
15
10
5
0
1
2
3
4
5
6
7
8
9
10
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Assessment
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Reading Words in Connected Text
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Fluency:
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Those who read words in text
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Accurately
Quickly
With less effort
Fluent Readers
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Enjoy reading more
More confident in reading skills
Have higher levels of comprehension
Are more likely to choose to read
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Connected Text Interventions
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Listening Passage Preview
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Repeated Reading
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Error Correction
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Phase Drill
Syllable Segmentation
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Listening Passage Preview
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Materials
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Two copies of the designated text
Procedure/Demonstration
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Read the story aloud to the student at an ageappropriate pace
Have the student follow along on the student copy
as you read the text aloud
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Repeated Readings
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Materials
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Two copies of the selected reading text
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Student copy
Examiner copy
Procedure/Demonstration
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Have the student read the text aloud three to four times
Each time the student reads the passage aloud, follow on
the examiner copy
If the student hesitates on a word for more than 3 seconds,
say the word and have the student read the word correctly
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Enhancing Repeated Reading
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Choice of Reading Material
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Limit the length and amount of material
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Keep the materials brief so student have multiple
opportunities to read and re-read the same material
Provide Encouragement
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Give the student options of what to read
Discuss material with the student
Graph student progress!
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Error Correction: Phase Drill
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Materials
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Two copies of the reading passage
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Student copy, Examiner copy
Highlighter
Stopwatch
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Error Correction: Phase Drill
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Procedure/Demonstration
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Have the student read the story aloud
While the student is reading the passage aloud, follow along on
the Examiner Copy highlighting/underlining errors
If the student hesitates on a word for more than 3 seconds, sat
the word and highlight/underline it
Show him/her your copy with the underline/highlighted errors
Read each error word to the student
Have the student read the phrase/sentence containing the word
aloud three times
Have the student read the passage aloud again using the
standard CBM error correction procedures
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Error Correction: Syllable Segmentation
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Materials
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Two copies of the reading passage
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Examiner copy, student copy
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Error Correction: Syllable Segmentation
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Procedure/Demonstration
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Identify error words using standard CBM procedures
The examiner uses an index card to cover each error word,
uncovering and modeling the correct pronunciation of one
syllable at a time
The student repeats the correct pronunciation of each
syllable as the examiner uncovers them
The student then independently reads each syllable and
blends the syllables together to pronounce the word
If mistakes are made, the previous steps are repeated
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Connected Text Interventions Summary
Component
Rationale
Procedural Steps
Listening
Provides modeling to increase the
The examiner reads the instructional passage to the student at a comfortable pace
Passage Preview student’s reading accuracy and
while simultaneously monitoring the student to ensure that he or she is correctly
(LPP)
fluency (Daly & Martens, 1994).
following along with his or her finger.
Repeated
Designed to provide a student with
The examiner has the student re-read a passage three times.
Readings (RR)
multiple opportunities to respond by
having the student re-read a passage
repeatedly (Rashotte & Torgensen,
1985)
Phrase Drill
Designed to provide corrective
As the student reads the passage the first time, the practitioner highlights or
(PD)
feedback and accurate practice to
underlines the student’s errors. After the student finishes reading the passage, the
increase correct responding (O’Shea,
practitioner points to and reads the first error word to the student. The student reads
Munson, & O’Shea, 1984)
the error word correctly to the practitioner, and then reads the phrase or sentence
containing the error word three times. This process is repeated for each error word.
Syllable
Designed to increase accuracy by
As the student reads the passage the second time, the practitioner uses an index card
Segmentation
providing the students with further
to cover each error word, uncovering and modeling the correct pronunciation of one
(SS)
corrective feedback and practice
syllable at a time. The student repeats the correct pronunciation of each syllable as the
blending the syllables of error words
practitioner uncovers them. The student then independently reads each syllable and
together (Daly, Bonfiglio, Mattson,
blends the syllables together to pronounce the word. If the student makes any
Persampieri, & Yates, 2006).
mistakes during this process, the practitioner repeats the previous step.
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Intervention for Interpreting Text
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Comprehension
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The ultimate goal in reading
Enhancing Comprehension
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Pre-reading Activities
Post-reading Activities
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Pre-Reading Comprehension
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Clarify purpose of reading
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What is purpose of reading?
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Activate prior knowledge
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Pre-teach vocabulary
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Pre-teach concepts
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Choose material that is appropriate
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Pre-Reading Comprehension:
Unknown Words
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Pre-Teach Vocabulary
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Say the word
Tell the students what it means
Use Context Clues
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Pre-Reading Comprehension:
Unknown Words
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What does it mean?
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Directions:
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Make a list of words you do not know
Then, write a definition for each word
The definition can be another word that means the same
thing or short description of that word
Word
__________
Definition
___________________
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Pre-Reading Comprehension: T.E.L.L.S
T.E.L.L.S
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Title
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What is the title? What is this about?
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Examine
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Clues
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Pictures, headings and subheadings figures graphs
Look
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Important words
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Form hypothesis and now read to see if they are correct, activate
prior knowledge
Used often, in bold, illustration may provide clues
Unknown words
Setting
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Clues about the setting (time, place, date)
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Enhancing Pre-Reading Comprehension
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Activities should be short and engaging
May be taught and done in small groups
where students can discuss
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T.E.L.L.S
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Title
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What do you think about?
Look
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Unknown words (others can tell what it means)
Important words (others can explain why they think word is
important)
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Post-reading Comprehension
Strategies
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Summarize
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Consolidate students knowledge
Write down main ideas, important points,
sequence of events
Complete story maps, timelines, conflict
charts
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Incorporating Motivational/Reinforcement
Strategies
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Motivational/Reinforcement Strategies
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If the task requires much effort then to get the
student to chose the task we must provide strong
reinforcement
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Frequent
Immediate
Meaningful
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Motivation/Reinforcement
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Student is given a story to read and
questions to answer
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Student completes the assignment with 95%
correct
Student is praised and receives a good grade
The task required little effort and time from
the student so the weaker reinforcement is
sufficient
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Motivation/Reinforcement
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Joe tries really hard and completes three
comprehension tasks
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Joe gets 60% correct, which is a big improvement
but not enough for a good grade
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Done often enough, it is possible that Joe will stop
trying because even if he did do well enough, all the
effort would not be worth the reinforcement
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Motivation/Reinforcement Solutions
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Praise Joe for completing each task
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Increased frequency and immediacy of
reinforcement
Add an interdependent group-oriented
contingency so that Joe’s effort and accuracy
is reward
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Example: if 70% of class gets 70% correct then
the class gets a reward
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Promote cooperative learning
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Additional Motivation/Reinforcement
Strategies
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Reward Box
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Comprised largely of activities (free and fun for all)
As long as one activity in the box is really cool for
each student, then there is the possibility of
something wonderful happening each day for
each student
Also, high quality powerful reinforcer for students
who need it because the task requires much effort
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Group Adaptation
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Class-wide Peer Tutoring
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Student pairs take turns reading aloud for a fixed
amount of time
As the student reads “tutor” scores errors,
provides correction
Switch roles in the student pair
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Mix and Matching Interventions
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Identify student need
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Acquisition
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Fluency
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Reading connected text
Comprehension
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Sounds or words in isolation
Understanding what is read
Start with a research-based program
Enhance the research-based program with
additional strategies tailored to student need
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Conclusions
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Each student’s need is unique
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Must start with strong curriculum
Guide decision-making with frequent & on-going
assessment
Use research-based practices
Tailor Intervention to student’s actual need
Develop and implement manageable plan
Monitor plan implementation and student progress
regularly
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