Effective InterventionGrades 2 & 3

April S. Dudley

Basic Principles of Highly Specialized Reading Instruction

• Use what they know to figure out what they do not know

• Let the learners guide teaching

• Use practice rather than drill

• Accelerate learning

Handout – p.22

Empower Learners to Use What They Know to Figure Out What

They Do Not Know

• Prompting

• Provide them with tools

• Help them develop strategies

• Nurture • Initiative

• Risk-taking

• PersistenceHandout – p.23

Examples of Prompting

• What are you really sure of?

• Did you hear what you said?

• You are real close!

• Do you see the word chunk in that word?

• You said something different last time.

• Does that make sense?

Let the Learners Guide Teaching

• Continuous monitoring

• Respond to the moment-by-moment needs

• Addressing specific interferences

• Fix most obvious error

Handout – p.24

Use Practice to Move Struggling Readers to Skillful Reading

• Not drill

• Sufficient amounts of appropriate practice• Precise level of difficulty needed

• Maintains interest

• Includes isolated skills as well as “real life” situations

• Never boring• Learners sense growth & improvement

• Instructional or independent reading levelHandout – p.26

Ways to Become a Better Reader

Guided Reading

• Teacher works with individuals in a small group setting

• Different from ability grouping and round robin reading

• Guided Reading by Irene C. Fountas & Gay Su Pinnell

Sports Analogy

More Isolated More Integrated

Handout – p.27

Reading Practice

More Isolated More Integrated

Handout – p.27

More/Less Controlled Vocabulary

• Allow students multiple opportunities to apply and orchestrate taught decoding skills as they read connected text

• Encourage students to analyze words completely

• Eliminate words that require more flexible word-solving strategies

• Demand flexible problem-solving

• Provide opportunities for more extensive orchestration of skills and strategies

• Provide opportunity to construct meaning from substantive text

• Allow more opportunities for learners to use what they know to figure out other things

More Less

Points to PonderDiscuss with a small group of friends.

• Extensive use of text that does not match the needs of the struggling reader results in practice that slows down rather than accelerates progress.

• Using all levels of text within a program can slow down rather than accelerate the development of some readers.

• Insisting that learners read texts that offer more control than they need constrains rather than accelerates the progress of struggling readers as well as the progress of average and above average readers.

Handout – p.28

Accelerate Learning for Struggling Readers

• Hasten or quicken the learning process

• Motivating because students see their progress

Handout – p.29

Motivation: The Key

• Success breeds success!

• Success motivates

• Extrinsic• Brainstorm ways to celebrate successes

• Intrinsic

Handout – p.30

Instructional Framework for Effective Intervention

• Understand the basic characteristics of skillful reading

• Structure a lesson• Implement a lesson featuring the four basic

principles• Engage struggling readers in extensive amounts of

reading• Make available a large number of appropriate

books

Handout – p.31

Skillful Readers –Accuracy & Automaticity

• Recognizing most words instantly

• Decoding rapidly and efficiently• “chunking”

Handout – p.32

Fluency

• Reading with ease and appropriate speed• Appropriate phrasing and expression

Handout – p.32

Active Building of Meaning

• Using prior knowledge to build meaning consistent with details in text

• Using mental strategies• Predicting• Questioning• Visualizing• Summarizing• Inferring

• Integrating meanings constructed from text into existing knowledge

Handout – p.32

Self-Regulation

• Solving problems that occur while building meaning

• Modifying meaning• Matching the intensity and type of reading to the

purpose of reading and nature of text• Maintaining motivation, flexibility, and

persistence• Choosing to be cognitively active before, during,

and after reading

Handout – p.32

Question

• Tell a friend:• What characteristics of skillful reading are most

likely to be forgotten when working with struggling readers?

Handout – p.32

Think AloudAn Assessment Tool

• Can be an instructional strategy

• Watch the reading process in action

• Provides information• Building meaning

• Interferences

• Makes reader more aware of the reading process

•John had to get up early to study his words.

•He was very tired and decided to take a break.

•When he opened his eyes again, the first thing he noticed was the clock on the chair.

•It was an hour later and nearly time for his class.

•He picked up his two books. And put them in his rucksack.

•He started pedaling to campus as fast as he could.

•He ran out of gas, so be hitched a ride.

•By the time he arrived at class, the test was over.

•When John explained his tardiness to Dr. Syljuberget, the professor remarked invectively that the excuse was rather egregious.

Research tells us…

• Tell a neighbor why you agree or disagree:• Students in need of reading intervention benefit

from a comprehensive and balanced classroom literacy program.

• Struggling readers need additional time devoted to instruction that is specifically attuned to their reading interferences.

Handout – p.33

Instructional Framework for Effective Reading Intervention

• Three common components• Rereading familiar text

• Focusing on words

• Guided reading of new text

• All three components should be included every day.

• The needs of the learner should guide the amount of emphasis given to each component.

Handout – p.33

Rereading Familiar Text

• Students reread previously read text

• Sometimes students choose book

• Develops accuracy, automaticity, and fluency

• Provides opportunity to refine and self-regulate the building of meaning

• Develops confidence and motivation

Handout – p.33

Rereading Possibilities

• Coral reading

• Partner reading

• Tape recorder

• Stuffed animal

• Mirror

• Book basket

• J hook

Focusing of Words

• Teacher provides explicit and systematic decoding instruction that matches the students’ needs

• May occur before or after the guided reading of a new text

• Develops knowledge, skills, strategies, and self-regulating behaviors needed to read with accuracy and automaticity and to decode rapidly

Handout – p.33

Possibilities for Focusingon Words

• Magnetic letters

• “Cut out” chunks

• Making words

• Magic boards

• Dry erase boards

• Markers

Guided Reading of New Text

• Teachers provide support as students read unfamiliar text at increasingly challenging levels

• Support is provided before, during, and after reading

• Develops meaning building and self-regulation

• Nurtures motivation

Handout – p.33

How Much Do Struggling Readers Need to Read?

Percentile Rank

Minutes Per Day

Words Per Year

98th 67.3 4,733,000

90th 33.4 2,357,000

70th 16.9 1,168,000

50th 9.2 601,000

30th 4.3 251,000

10th 1.0 51,000

2nd 0.0 --------Handout – p.39

Ways to Structure More Time for Reading

In a small group list ways to increase reading time in and out of the classroom.

Handout – p.40

Points to Ponder

• Discuss with a friend:• Struggling readers need to have designated and

significant amounts of school time for reading independently.

• They benefit from more time in guided reading.• They need to spend their independent reading

time at an independent level.• They need to spend their guided reading time at

an instructional level.

Handout – p.40

Handout – p.40