Special Education PLCPLANNING FOR LITERACY INTERVENTIONSPRESENTED BY MEL AN IE KAHLER, L ITERACY CONSULTANT

MAY 18 , 2015

Learning Targets You will be familiar with:

assessments that discern specific skill deficits

interventions that match diagnosed skill deficits

Phonemic Awareness, Alphabetic Principle (Phonics), Fluency, Vocabulary Comprehension: The Big Five

DIGGING DEEPER INTO READING SKILLS FOR STUDENTS IN GRADES K TO 3

Assessments that can be used to identify skill deficits in:

Phonemic Awareness

DIBELS Next ◦ First Sound Fluency

AIMSweb ◦ Phoneme Segmentation Fluency

CORE Assessing Reading/Multiple Measures◦ CORE Phoneme Deletion Test (CORE, 2008)◦ CORE Phonological Segmentation Test (CORE, 2008)

AIMSweb/ DIBELS Next ◦ Nonsense Word Fluency

Quick Phonics Screener (Hasbrouck & Parker, 2011)

San Diego Quick Assessment (LaPray et al., 1969)

CORE Assessing Reading/Multiple Measures◦ CORE Phonics Survey (CORE, 2008)◦ CORE Graded High-Frequency Word Survey (CORE, 2008)

Alphabetic Principle (Phonics)

Fluency

AIMSweb ◦ R-CBM

DIBELS Next ◦ Oral Reading Fluency

CORE Assessing Reading/Multiple Measures◦ Multi-Level Academic Skills Inventory-Revised: Oral Reading Fluency Measures (Howell, Hosp,

Hosp & Morehead, 2007)◦ Paired with Oral Reading Fluency Norms, Grades 1 – 8 (Hasbrouck & Tindal, 2005)

Vocabulary Informal Vocabulary Screeners

◦ Content Area Reading Inventory◦ Vocabulary Knowledge Scale◦ Vocabulary Recognition Task

Cool Tools Informal Reading Assessments (Florida Department of Education, 2003)

CORE Assessing Reading/Multiple Measures◦ CORE Vocabulary Screening (M. Milone, 2008)

Comprehension

AIMSweb MAZE Scores

CORE Assessing Reading/Multiple Measures◦ CORE Reading Maze Comprehension Test (M. Milone, 2008)

Qualitative Reading Inventory

Advanced Word Study, Fluency, Vocabulary Comprehension, Motivation: The Big Five

DIFFERENCES FOR STUDENTS IN GRADES 4 TO 12

Advanced Word Study

Quick Phonics Screener (Hasbrouck & Parker, 2011)

San Diego Quick Assessment (LaPray et al., 1969)

CORE Assessing Reading/Multiple Measures◦ CORE Phonics Survey (CORE, 2008)◦ CORE Graded High-Frequency Word Survey (CORE, 2008)

Vocabulary Informal Vocabulary Screeners

◦ Content Area Reading Inventory◦ Vocabulary Knowledge Scale◦ Vocabulary Recognition Task

Cool Tools Informal Reading Assessments (Florida Department of Education, 2003)

CORE Assessing Reading/Multiple Measures◦ CORE Vocabulary Screening (M. Milone, 2008)

Motivation-A Different Animal!

Click icon to add picture

Student Engagement

To assess the impact of motivation it is often necessary to move the focus to teacher behavior rather than student behavior. Some questions to ask might be:

1. What percentage of the students are engaged at one time?

2. What percentage of time are the students engaged in academic tasks?

3. Is there partner or small group work happening consistently in the classroom?

Reading from a Student Perspective

Think about the answers to the following questions from the student’s point of view◦ Can I do this activity?◦ Do I want to do this activity and why?◦ What do I need to be successful?

Does the student in question have the skills to be successful on the tasks he/she is being asked to do?

Motivation to Read Profile

CHAMPS: A Proactive & Positive Approach to Classroom Management; Sprick, 2009

Expectancy x Value: Theory of Motivation Expectancy Rate 10 x Value Rate 10 = 100% Motivation

Expectancy Rate 10 x Value Rate 0 = 0% Motivation

Expectancy Rate 0 x Value Rate 10 = 0% Motivation

Expectancy Value Motivation

10 X 10 = 100%

10 X 0 = 0%

0 X 10 = 0%

Where does the student fall on this table?

Next StepsIf the teacher/team is confident they are able to discern the reading deficit it is time to design interventions.

“Determining students’ skill levels, helping

students learn specific reading strategies and

providing intensive and individualized

instruction appear to be especially promising

methods for improving the outcomes of

struggling readers.”

Improving Adolescent Literacy: Effective Classroom and Intervention Practices; Institute of Educational Sciences

A Note on Best PracticeWhat support in special education is: What support in special education is not:

A class for delivering instruction in literacy skills students need to succeed in Tier 1 content-area classes

A study skills class

A class that requires a literacy specialist A homework club

A class that requires specific research based materials and practices

A test-taking preparation class

A class with a carefully designed curriculum A center at the school for delivering the components of a student’s IEP, such as extended time or reading directions aloud

RTI for Reading at the Secondary Level; Reed, Wexler & Vaughn, 2012

Suggested Programs for Struggling Elementary Readers

Appropriate research validated programs meet the following criteria:

Designed for students that require reading support outside of general education

Target students in grades kindergarten to third

Have independent, third-party research that is scientifically-based (randomized control groups) or meets the criteria for quasi-experimental

Programs for Phonemic Awareness

K-PALS: Kindergarten Peer-Assisted Literacy Strategies

Usually done with an entire class

The game-like K-PALS activities double the amount of practice students get with phonemic awareness and alphabetic knowledge without adding extra time to your current literacy program. Students are paired for activities, increasing early reading gains for all, even those at risk for reading failure. Each 20-minute session includes class and pair games that teach pronunciation, letter knowledge, and phonological and phonemic awareness.

First Grade/PALS

Usually done with an entire class

First Grade PALS provides systematic and explicit reading instruction for first grade students through two routines. Sounds and Words focuses on phonemic awareness, decoding and fluency, while Story Sharing focuses on comprehension and fluency.

Teacher Directed PALSGrade 1; but can be used for other grades if student skills fit the programWithin each session students practice phonemic awareness, letter-sound recognition and phonological decoding, and apply these skills to connected text. They also read a trade book while making prediction, reading the text multiple times and summarizing the text through retelling.

Phonemic Awareness in Young ChildrenPre-K, Kindergarten and Grade 1From simple listening games to more advanced exercises in rhyming, alliteration, and segmentation, this best-selling curriculum helps boost young learners' preliteracy skills in just 15-20 minutes a day.

Road to the Code: A Phonological Awareness Program for Young ChildrenRoad to the Code is a successful, 11-week program for teaching phonemic awareness and letter sound correspondence. Developmentally sequenced, each of the 44 15- to 20-minute lessons features three activities — Say-It-and-Move-It, Letter Name and Sound Instruction, and Phonological Awareness Practice

Sound PartnersGrades K-3Sound Partners is an explicit, balanced, phonics-based tutoring program that provides individual instruction in early reading skills. Using lessons specifically designed for tutors, paraprofessionals, and assistants, this research-based solution:Improves phonemic awareness, decoding, word identification, and spelling skillsProvides kindergarten instruction in phonological skills (syllable segmenting) and initial sound identification, and scaffolded practice in phoneme segmentingIncludes application of word-reading skills through storybook reading practice

Florida Center for Reading Research--http://www.fcrr.org/curriculum/SCAindex.shtm

Programs for Alphabetic Principle (Phonics)

K-PALS: Kindergarten Peer-Assisted Literacy StrategiesThe game-like K-PALS activities double the amount of practice students get with phonemic awareness and alphabetic knowledge without adding extra time to your current literacy program. Students are paired for activities, increasing early reading gains for all, even those at risk for reading failure. Each 20-minute session includes class and pair games that teach pronunciation, letter knowledge, and phonological and phonemic awareness.

First Grade/PALSFirst Grade PALS provides systematic and explicit reading instruction for first grade students through two routines. Sounds and Words focuses on phonemic awareness, decoding and fluency, while Story Sharing focuses on comprehension and fluency.

Reading MasteryGrades K-3Reading Mastery is available in two versions, Reading Mastery Classic levels I and II (for use in grades K–3) and Reading Mastery Plus, an integrated reading-language program for grades K–6. Lessons emphasize accurate and fluent decoding while teaching students the skills necessary to read and comprehend and to learn from expository text.

Teacher Directed PALSGrade 1; but can be used for other grades if student skills fit the programWithin each session students practice phonemic awareness, letter-sound recognition and phonological decoding, and apply these skills to connected text. They also read a trade book while making prediction, reading the text multiple times and summarizing the text through retelling.

Peer Assisted Learning Strategies-Reading Strategies for Grades 2-6First-grade and grades 2-6 PALS emphasize decoding and reading fluency. There are four PALS activities that promote reading fluency and reading comprehension:Partner readingParagraph shrinkingPrediction relayRe-telling

Road to ReadingGrades 1-3This innovative literacy program for students in grades 1–3 is committed to helping all children develop accuracy and fluency in decoding. Road to Reading targets crucial skills, including word identification, oral reading, and dictation.

Phonics for ReadingGrades 3-6Phonics for Reading is a supplementary phonics program designed to teach phonemic decoding to students who have not yet mastered those skills. Students are taught to access pronunciation of phonetically regular, one-syllable and multisyllable words by careful examination of a word’s internal structure using letter-sound correspondences, word endings, and units such as prefixes and suffixes.

Rewards Intermediate and SecondaryIntermediate: Grades 4-6Secondary: Grades 6-12

It incorporates a highly generalizable, extremely effective strategy for decoding multisyllabic words frequently found in content-area texts. Daily 50- or 60-minute lessons increase oral and silent reading rates (fluency), expand students’ knowledge of general academic and domain-specific vocabulary, and build students’ confidence in their reading ability.

Corrective ReadingGrades 4-12Corrective Reading provides intensive direct instruction-based reading intervention for students in Grades 3–Adult who are reading below grade level. Four levels for decoding plus four for comprehension address the varied reading deficits and skill levels found among older students.

Sound PartnersGrades K-3Sound Partners is an explicit, balanced, phonics-based tutoring program that provides individual instruction in early reading skills. Using lessons specifically designed for tutors, paraprofessionals, and assistants, this research-based solution:Improves phonemic awareness, decoding, word identification, and spelling skillsProvides kindergarten instruction in phonological skills (syllable segmenting) and initial sound identification, and scaffolded practice in phoneme segmentingIncludes application of word-reading skills through storybook reading practice

Florida Center for Reading Research--http://www.fcrr.org/curriculum/SCAindex.shtm

Programs for Fluency Read Naturally Live-Skill Level: Grades 1‒8Intervention Range: Beginning Reader to AdultThis cloud-based intervention efficiently applies the research-based Read Naturally Strategy to accelerate reading achievement. Visual and auditory prompts guide students through the motivating steps to develop fluency and phonics skills, support comprehension, and improve vocabulary. Track student progress easily and use the data to differentiate instruction with Read Naturally Live. Because the software and data are "in the cloud," there's no server to set up or maintain. Students can access the program from desktop computers, laptops, Chromebooks, or iPads.

Six-Minute Solution

Grades: Intervention K-12 | K-9

The Six-Minute Solution builds students’ reading fluency—essential for text comprehension—and is valuable as a complement to any reading/language arts curriculum or as an intervention program. This easy to implement resource quickly builds fluency through interactive, peer-to-peer repeated readings of high-interest, targeted readability passages.

Peer Assisted Learning Strategies-Reading Strategies for Grades 2-5

First-grade and grades 2-6 PALS emphasize decoding and reading fluency. There are four PALS activities that promote reading fluency and reading comprehension:Partner readingParagraph shrinkingPrediction relayRe-telling

Florida Center for Reading Research--http://www.fcrr.org/curriculum/SCAindex.shtm

Programs for Comprehension

Collaborative Strategic Reading

Grades: 3-6 | Intervention 7-12

Collaborative Strategic Reading is a procedure for teaching comprehension skills to students with varied ability levels in one classroom. Proven reading comprehension strategies are combined with cooperative learning groups or paired learning to help children improve their comprehension of narrative and expository text. Students will build their vocabulary, raise their DIBELS scores, link reading with writing, and more.

Reading Mastery

Grades K-3

Reading Mastery is available in two versions, Reading Mastery Classic levels I and II (for use in grades K–3) and Reading Mastery Plus, an integrated reading-language program for grades K–6. Lessons emphasize accurate and fluent decoding while teaching students the skills necessary to read and comprehend and to learn from expository text.

Corrective ReadingGrades 4-12Corrective Reading provides intensive direct instruction-based reading intervention for students in Grades 3–Adult who are reading below grade level. Four levels for decoding plus four for comprehension address the varied reading deficits and skill levels found among older students.

Florida Center for Reading Research--http://www.fcrr.org/curriculum/SCAindex.shtm

Programs for Vocabulary

Florida Center for Reading Research--http://www.fcrr.org/curriculum/SCAindex.shtm

Teacher Reading Sourcebook-Second Edition; Core Literacy Library

The findings from these interventions do not identify any particular method as the “one right way” to provide early extensive interventions to students at risk for reading problems in the early grades. However, we note that all of the effective interventions examined in these studies shared a number of essential elements: training in phonological awareness, decoding, and word study; guided and independent reading of progressively more difficult texts; writing exercises; and engaging students in practicing comprehension strategies while reading text

Other elements of these interventions that may be related to their success are group size (one-on-one, small group), the daily or near-daily frequency of the intervention sessions, and the early identification of students in need of intervention (in K or Grade 1).

EXTENSIVE READING INTERVENTIONS IN GRADES K– 3 From Research to Practice Nancy Scammacca, Sharon Vaughn, Greg Roberts Vaughn Gross Center for Reading and Language Arts The University of Texas at Austin Jeanne Wanzek, Joseph K. Torgesen Florida Center for Reading Research Florida State University 2007

Suggested Programs for Struggling Adolescent Readers

Appropriate research validated programs meet the following criteria: Address two or more of the five main components of reading as identified by the National Reading Panel

Designed for students that require reading support outside of content area classes

Target students in middle and high school grades (Grades 5-12)

Have independent, third-party research that is scientifically-based (randomized control groups) or meets the criteria for quasi-experimental

Programs for Concentrated Strategy Instruction (probably Tier 2)

Instructional approaches that build mastery of specific strategies for students needing short-term, targeted instruction on strategies embedded throughout classroom instruction.

Students should be receiving support using the techniques presented for embedded and enhanced strategy instruction in content area classes

In addition, targeted instruction could be provided on specific areas of weakness(es)◦ Suggestions: Failure Free Reading, Great Leaps Reading, Read 180, Read Naturally,

Rewards Secondary, Corrective Reading (Grades 3-12)

Programs for Intensive Basic Skill Instruction (could be Tier 2 or Tier 3)

Instructional approaches that build mastery of entry-level literacy skills for students needing intensive, accelerated literacy intervention.

Students should be receiving support using the techniques presented for embedded and enhanced strategy instruction in content area classes

In addition, targeted instruction should be provided on specific areas of weakness(es)◦ Suggestions: Corrective Reading, Failure Free Reading (reading comprehension &

fluency), Language, Language!Live, Read 180, System 44, Rewards

Programs for Therapeutic Intervention (Tier 3)

Instructional approaches that build customized instruction in areas of basic skill instruction, as well as mastery of language underpinnings related to the curriculum content and learning strategies occurring throughout classroom instruction for students for which intensive basic skill instruction has not been sufficient or appropriate.

Students should be receiving support using the techniques presented for embedded and enhanced strategy instruction in content area classes

In addition, targeted instruction should be provided on specific areas of weakness(es)◦ Suggestions: Corrective Reading, Language, Language!Live, System 44, Florida Center for

Reading Research-Student Center Activities, Corrective Reading (Grades 3-12)

What if I don’t have a structured intervention?

1. Dig deeper to determine the strategy or strategies that need to be learned

2. Provide explicit instruction on strategy

3. Provide explicit instruction on when to use the strategy

4. Model the use of the strategy to better understand text and/or answer comprehension questions

5. Provide opportunities to practice the strategy with adult supervision and feedback

6. Assign independent practice and monitor it frequently for mastery

This is just a quick synopsis to introduce explicit instruction techniques in order to teach specific skills well, without having a structured program. A suggestion would be to use Anita Archer’s Explicit Instruction to get the needed in-depth knowledge to do this well.

Louisa Moats (2001) suggests that the choice of reading interventions depends on a student’s instructional need and what is likely to work best, not on chronological age or grade level. Research demonstrates that older students who struggle with reading at the word level benefit from instruction in word study (Edmonds et al., in press; Scammacca et al., 2007).

EFFECTIVE INSTRUCTION FOR ADOLESCENT STRUGGLING READERS

A Practice Brief; Center on Instruction

Learning Targets Are you familiar with:

assessments that discern specific skill deficits

interventions that match diagnosed skill deficits

More Questions? Contact:

Melanie Kahler

Literacy Consultant

Ingham ISD

mkahler@inghamisd.org

517-244-1244

Have a great summer!