Post on 16-Dec-2015
Striving ReadersComprehensive Literacy Program:Considering the Needs of Students
With or At-Risk for Reading Disabilities
Paige C. Pullen, Ph.D.
University of Virginia
November 19, 2010
U.S. Department of Education
What are the multiple influences on reading comprehension?
Reading Comprehension
Early Language Experiences
BackgroundKnowledge
Activation of Background Knowledge
Vocabulary
Depth of Word
Knowledge
Breadth of Word
Knowledge
Decoding
Fluency
Phonemic Awareness
Knowledgeof Text
Structures
Are there other influences on reading comprehension? Are some specific to
students with disabilities?
Reading Comprehension
Working Memory Capacity
InterestMotivation
MetacognitiveAbilities
(regulation and repair)
RapidNaming
Remediation-Intervention-Prevention
• Remediation refers to the process of correcting a deficiency.
• Intervention refers to the process of coming into or between so as to hinder or alter an action (i.e., stop failure).
• Prevention is the process of keeping something from happening.
QuickTime™ and a decompressor
are needed to see this picture.
(Cooper, Chard, Kiger, 2006)
Framework for Prevention and Intervention
Assess and Diagnose
Teach/Reteach
Reassess
Apply Practice
QuickTime™ and a decompressor
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QuickTime™ and a decompressor
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Framework for Prevention and Intervention
Assess and Diagnose
Teach/Reteach
Reassess
Apply Practice
• What are the student’s strengths and weaknesses?
• Gather data– Standardized tests
– Informal measures
– Teacher observations
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Framework for Prevention and Intervention
Assess and Diagnose
Teach/Reteach
Reassess
Apply Practice
• Provide direct, explicit instruction in the strategy, skill, or process the student needs based on your assessment and diagnosis.
• Model the skill and provide direct explanation.
• This step is the “Let me show you how to do it” step.
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Framework for Prevention and Intervention
Assess and Diagnose
Teach/Reteach
Reassess
Apply Practice
• Provide multiple opportunities to use what has been taught.
• Begin with practice that provides significant teacher support. “Let me help you.”
• Move to more independent practice. “Now you do it.”
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Framework for Prevention and Intervention
Assess and Diagnose
Teach/Reteach
Reassess
Apply Practice
• Student applies the skill learned in real reading.
• Continue gathering observational data about the child’s use of the strategy during reading.
• Remember…the goal is to have the student use the strategy independently in his or her own reading.
QuickTime™ and a decompressor
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Framework for Prevention and Intervention
Assess and Diagnose
Teach/Reteach
Reassess
Apply Practice
• Has the student learned what you have provided through direct, explicit instruction?
– Assess during teaching and practice opportunities.
– Assess following teaching and practice opportunities.
• Use data to make a decision.– Reteach the skill if it was not
mastered.– Teach a new skill/strategy that is
appropriate to the systematized instructional sequence.
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Consider the Multiple Influenceson Reading Comprehension
How do the multiple influences on reading
comprehension translate into what to assess and
diagnose?QuickTime™ and a
decompressorare needed to see this picture.
What do I assess, diagnose, teach?
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Oral Language
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Print Awareness
PhonemicAwareness
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Vocabulary
ReadingFluency
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are needed to see this picture.
ReadingComprehension
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WordRecognition
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Reading Skills of a Skilled Reader
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Reading skills of an Impaired Reader
Where do I begin my intervention?
• Assess and diagnose using the guidelines presented.
• Select the skill lowest in the hierarchy of reading development.
• Move systematically through the hierarchy of reading skills.
• Keep in mind that students are building many skills simultaneously.
QuickTime™ and a decompressor
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Beginning theDiagnosis and Intervention Process
QuickTime™ and a decompressor
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QuickTime™ and a decompressor
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QuickTime™ and a decompressor
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To do so, teachers must:
• understand the reading process;
• know how to assess each key area of reading;
• understand the framework for prevention and intervention; and
• possess the knowledge and skills to implement multiple strategies for intervention and prevention.
How can districts and states support children at risk for or with disabilities?
• Consider the story of Eve--
How can districts and states support children at risk for or with disabilities?
• Consider the story of Eve--– Struggled with literacy development from kindergarten– In first grade, Eve was provided two days of intensive support from
August to January (Tier 2?)– She was provided two additional days of intensive support from
January to May (Tier 3?)– Attended summer school, private tutoring. Still struggling.– At the beginning of second grade, Eve received 2 days of
additional reading support (back to Tier 2?)– School district denied the parents a full evaluation for a learning
disability, quoting, “Special education is a detriment to children.” And, “There’s no such thing as special education for students with learning disabilities anymore.”
How can districts and states support children at risk for or with disabilities?
• Provide early and intensive support for children at risk for reading disabilities.
• Implement excellent Tier 1 instruction to all children through a comprehensive literacy program.
• Identify children who need additional support. • Provide evidence-based instruction through increasingly intensive
instruction (i.,e., RTI).• Provide full evaluations for students who have expected disabilities.• Continue excellent evidence-based instruction for children identified
with disabilities and follow an individualized education program (IEP).
• Advocate for children and youth with disabilities to ensure that we continue to consider their rights to a free and appropriate public education with supports and accommodations as needed.
Thank you for considering the rights of Eve and the many children who struggle
with learning disabilities.
TEACH WELL!pullen@virginia.edu