Focused Reading Instruction and Student Achievement
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Focused Reading Instruction and Student Achievement
Presentation at CEC ConferenceBoston – April 5, 2008
Dr. Richard Evans, PhD [email protected] Goodwin MEd [email protected] Allison Moriarty MEd [email protected] Lauren Martina MEd [email protected] Molly-Armine Manwaring [email protected]
James Madison University Harrisonburg, VA 22807
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The study
• Evaluated the effectiveness of intensive remedial reading tutoring for students with disabilities or high-risk of reading failure in a rural area of Virginia. The study explored focused reading skills instruction on struggling readers to identify instructional practices that might be used in a Response to Instruction (RtI) school model for elementary students with and without emotional and behavioral disorders.
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Exploring outcomes of focused reading instruction
• Pilot study for potential RtI strategy
• subjects (individuals) in third and fourth grade in a rural elementary school
• Outcomes based on student achievement in reading
• Outcomes based on change between pre-test and post-test data
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Changing the Way We Educate Struggling Students
• Catch them before they fall (fail) • The majority of sped students have reading
problems• Reading is a basic building block of education • Research suggests all but a few children can be
taught reading • Early intervention catalyst for change • NCLB Act stresses funding of successful public
education instead of continuing to fund a failing system
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Research Supports• To be good readers, children must possess:
– Phonemic awareness -Chard & Dickson, 1999
– Phonics skills - National Reading Panel, 2000; Vaughn et al., 1998
– Fluency - Chard & Dickson, 1999; National Reading Panel, 2000
– Comprehension - Chard & Dickson, 1999; National Reading Panel, 2000; Vaughn et al., 1998
– Vocabulary - Kueker, 1990; Nagy, 1988; Nagy et al., 1985
• Explicit instruction in decoding with practice on stories that “fit” a child’s reading level as the most effective way to teach all students to read
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Professional Training is Part of the JMU SPED M.Ed. Program
Instruction is an essential components of effective reading instruction• Phonological awareness
– Word study / word analysis– Letter-sound correspondence
• Phonics• Fluency
– Reading speed– Prosody
• Comprehension• Vocabulary• Establish Progress Monitoring
– In-class training• Modeling
– Modeling of specific components of reading program
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Study • Individualized sessions (10-16) with students with
reading difficulty (n=8) – Referred by teacher
– Discussion with teacher about students Progress / Problems
– IEP and work sample review when available
• Control group of students with reading difficulty (n=8) – Referred by teacher
• Focused systematic reading instruction based on – Informal assessments
– IEP goals
– Teacher recommendation
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Student Characteristics• Gender
– 5 males experimental group and 3 males in the control group
– 4 females experimental group and 4 in the control group
• Ages 8 to 10
• Grades 3 to 4
• All students were eligible for special education services
• Exhibited a variety of reading difficulties
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Student Outcomes
• Student academic outcomes were evaluated with four informal reading measures
• Phonological awareness – Quick Screener
• Phonics - Quick Screener
• Fluency – Timed Readings• Comprehension – Commercial Screeners
(QRI)
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Rhyme:
Sentence Segmentation:
Blending:
Addition/Substation:
Deletion:
Phoneme Isolation:
Syllable Segmentation
Activity 1: Name/sound
Activity 2A: CVC
Activity 2B: Context
Activity 3A: CVCC & CCVC
Activity 3B: Context
Activity 4A: Silent E
Activity 4B: Context
Activity 5A: R-Control
Activity 5B: Context
Activity 6A: th, ing, sh, wh, ch, igh, ck, kn, wr, nk
Activity 6B: th-, ing, sh, wh, ch, igh, ck, kn, wr, nk
Activity 7A: oa, ea, oo, ee, ai, ol, ay, ou, oi, oy, au, aw, oe, ew, ow
Activity 8A: dis-, non-, in-, re-, -tion, -ous, -ness, -ion, -able, -est, -le, -ful, -ic, be-, de-
Activity 9A: 2-Syllable
Activity 9B: 3-Syllable
Activity 9C: 3-Syllable
PA
Phonics
Skill Areas for Focused Instruction
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Comparisons of Groups Initial Averages
0.00
0.20
0.40
0.60
0.80
1.00
1.20
Rhyme:
Blendin
g:
Deletio
n:
Syllab
le S
egm
enta
tion
Activit
y 2A:
Activit
y 3A:
Activit
y 4A:
Activit
y 5A:
Activit
y 6A:
Activit
y 7A:
Activit
y 8A:
Activit
y 9B:
Skills
Sco
re
Control average Exp Average Mean line
PA Phonics
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Net Change of Groups Comparisons
-0.30
-0.20
-0.10
0.00
0.10
0.20
0.30
0.40
0.50
0.60
0.70
Rhym
e:
Blend
ing:
Delet
ion:
Syllab
le S
egm
enta
tion
Activi
ty 2
A:
Activi
ty 3
A:
Activi
ty 4
A:
Activi
ty 5
A:
Activi
ty 6
A:
Activi
ty 7
A:
Activi
ty 8
A:
Activi
ty 9
B:
Skills
Sco
re
Net change CONTROL Net change EXP Net Change B/EXP
PA Phonics
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Net Change Fluency
Average Net Change EXP CONTROL
Fluency: Accuracy 17% 3%
Words Per Minute (WPM): 17.4 -5.37
Comprehension: 5% 1%
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Variable Posttest average
Per-test average m1-m2= SD
d = (effect size)
Rhyme: 0.933 0.933 0.000 0.103 0.000
Sentence Segmentation: 0.933 0.900 0.033 0.110 0.304
Blending: 1.008 0.900 0.108 0.110 0.989
Addition/Substation: 0.833 0.767 0.067 0.197 0.339
Deletion: 0.833 0.817 0.017 0.223 0.075
Phoneme Isolation: 0.967 0.900 0.067 0.110 0.609
Syllable Segmentation 0.733 0.367 0.367 0.266 1.379
Activity 1: Name/sound 0.974 0.923 0.051 0.044 1.169
Activity 2A:CVC 0.933 0.950 -0.017 0.055 -0.304
Activity 2B: Context 0.975 0.902 0.073 0.111 0.658
Activity 3A: CVCC & CCVC 0.883 0.700 0.183 0.141 1.296
Activity 3B: Context 0.983 0.917 0.067 0.117 0.570
Activity 4A: Silent E 0.877 0.617 0.260 0.204 1.274
Activity 4B: Context 0.867 0.800 0.067 0.141 0.471
Activity 5A: R-Control 0.950 0.767 0.183 0.186 0.985
Activity 5B: Context 0.900 0.817 0.083 0.172 0.484
Activity 6A: th, ing, sh, wh, ch, igh, ck, kn, wr, nk 0.858 0.550 0.308 0.327 0.943
Activity 6B: th-, ing, sh, wh, ch, igh, ck, kn, wr, nk 0.800 0.617 0.183 0.313 0.587
Activity 7A: oa, ea, oo, ee, ai, ol, ay, ou, oi, oy, au, aw, oe, ew, ow 0.722 0.594 0.128 0.310 0.412
Activity 8A: dis-, non-, in-, re-, -tion, -ous, -ness, -ion, -able, -est, -le, -ful, -ic, be-, de- 0.417 0.400 0.017 0.318 0.052
Activity 9A: 2-Syllable 0.417 0.233 0.183 0.367 0.500
Activity 9B: 3-Syllable 0.383 0.100 0.283 0.245 1.157
Activity 9C: 3-Syllable 0.317 0.083 0.233 0.204 1.143
Accuracy 0.937 0.916 0.021 0.074 0.289
wpm 72.952 51.738 21.213 24.742 0.857
Comprehension 0.933 0.800 0.133 0.179 0.745