Module 4: Unit 3, Session 1 MODULE 4: TIERED INSTRUCTION Adolescent Literacy – Professional...
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Transcript of Module 4: Unit 3, Session 1 MODULE 4: TIERED INSTRUCTION Adolescent Literacy – Professional...
Module 4: Unit 3, Session 1
MODULE 4: TIERED INSTRUCTION
Adolescent Literacy – Professional DevelopmentUnit 3, Session 1
Module 4: Unit 3, Session 1
CHOOSING THE BEST INTERVENTION FOR YOUR STUDENTS
4.3.1
Module 4: Unit 3, Session 1 3
Session Overview
Unit 3, Session 1 Questions:What should your approach to literacy intervention
include?How do you evaluate the programs & tools that exist to
assist in intervention?Unit 3, Session 1 Objectives:
Understand how to choose effective literacy interventions
Be exposed to existing literacy programs that can assist students with specific deficits
Module 4: Unit 3, Session 1 4
Warm-Up: Student Literacy Assessment
Complete the questionnaire to decide which literacy skills are weakest for your students.
Module 4: Unit 3, Session 1 5
Intervention Decisions
Use of a prescribed program with fidelity to prescribed instruction?
ORFlexible use of a prescribed program’s resources
in correlation with teacher-generated materials?OR
Unique, individualized teacher-generated materials?
Module 4: Unit 3, Session 1 6
Selecting a Literacy Program
Consider 4 elements:1. Program’s target audience: Does it focus on
struggling readers? Adolescents?2. Strength of literacy focus: Does its vision
match the goals of your TI plan?3. Resources: Are there adequate instructional &
assessment materials for teacher & student?4. Research-base: Is there evidence to support
reliability?
Module 4: Unit 3, Session 1 7
Evaluating Literacy Programs
Does the program offer the school…Clear goals and benchmarks?Professional development opportunities?Assessment tools?Motivation to read?Technology components?Cross-curricular application?Flexibility of use?
Module 4: Unit 3, Session 1 8
Discussion: Available Programs
What resources, materials, and/or programs already exist within the school building to aid literacy interventions?
Module 4: Unit 3, Session 1 9
What is Decoding?
Module 4: Unit 3, Session 1 10
Decoding Strategies
Knowledge of individual phonemesCombination of phonemes to make soundsPhonetic patternsSyllable types Syllable blendingIrregular patternsPrefixes, suffixes, endings, and roots
Module 4: Unit 3, Session 1 11
Decoding Program Examples
Lindamood-Bell: Phonemic & orthographic awarenessIntensive, one-on-one or groupAssessment-drivenPrint & web resourcesProfessional development opportunitiesSignificant research base
Module 4: Unit 3, Session 1 12
What is Fluency?
Reading orally with… Appropriate speedPronunciation accuracyProper expression
Module 4: Unit 3, Session 1 13
Fluency Strategies
Provide corrective feedback through…Modeling readingRepeated readingPartner readingReader’s theaterRecorded reading
Module 4: Unit 3, Session 1 14
Examples of Fluency Program
Read Right:1978, basis in neurologySmall group modeling & practice oral reading900+ book library & student management
systemsAssessment & progress monitoring tools Intensive teacher training offeredFrequently replicated, rarely externally studied
Module 4: Unit 3, Session 1 15
What is Comprehension?
The ability to discern meaning from textStated or implied…
Main ideasDetailsPurposeAudience
Increasingly important at the secondary level because of the demands of content curriculum.
Module 4: Unit 3, Session 1 16
Comprehension StrategiesEffective pre-readingLearning & applying background knowledgeAssessing text structureAnswering questionsTaking active reading notesSummarizingVisualizing a textCreating questionsCritical thinking & analysis
Module 4: Unit 3, Session 1 17
Example of Comprehension Program
Disciplinary Literacy: Professional development program devised by the Institute for Learning at the University of PittsburghHow to read/think in each disciplineRigorous teacher training courseAdministrative guidance skillsDirect application to lesson plansNo packaged student materialsNo research base
Module 4: Unit 3, Session 1 18
What is Vocabulary?
Knowing the definitions of words that are essential to the comprehension of a text.
Module 4: Unit 3, Session 1 19
Vocabulary Strategies
Prefixes, suffixes, endings, and rootsContext cluesMemorization through repetitive practiceVisualizationEtymologyApplication to content
Module 4: Unit 3, Session 1 20
Example of Vocabulary Program
Vocabulary Improvement Program: Devised for Spanish ELLs, but applied to all studentsText-based 18-week curriculumContext clues, morphology, cognatesBooks & assessment toolsAvailable Professional Development, but
thorough manual is enoughSeveral positive longitudinal studies
Module 4: Unit 3, Session 1 21
Program Summary
Many programs address several areas of literacy at once
Program choice depends on student need & school plan
Module 4: Unit 3, Session 1 22
Important Considerations
Level of reading independenceAreas of greater deficitAge/maturity level of studentInterests (as related to reading
motivation)
Module 4: Unit 3, Session 1 23
Wrap-Up
Things to Remember:Literacy interventions should address reading
holistically, but focus on areas of student weakness.
Evaluate and research programs before deciding on which one to implement.
Keep student needs in mind when choosing programs.
Be flexible and patient.
Module 4: Unit 3, Session 1 24
Wrap-Up Activity
Use the evaluation of literacy programs in Shanahan (2005) to examine one program and evaluate its effectiveness for the student indentified in the warm-up activity.
Module 4: Unit 3, Session 1 25
For Next Time
Keep in mind…The student whose profile you used during
the warm-up activityThe program you evaluated during the
wrap-up activityEvaluate how effective the program
would be for this student.
Module 4: Unit 3, Session 1 26
ReferencesBoardman, A. G., Roberts, G., Vaughn, S., Wexler, J., Murray, C. S., & Kosanovich, M. (2008). Effective
instruction for adolescent struggling readers: A practice brief. Portsmouth, NH: RMC Research Corporation, Center on Instruction.
Denton, C, Bryan, D, Wexler, J, Reed, D, & Vaughn, S. (2007). Effective instruction for middle school students with reading difficulties: The reading teacher’s sourcebook. University of Texas System/Texas Education Agency.
Kamil, M. L., Borman, G. D., Dole, J., Kral, C. C., Salinger, T., and Torgesen, J. (2008). Improving adolescent literacy: Effective classroom and intervention practices: A Practice Guide (NCEE #2008-4027). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc.
Shanahan, C. (2005). Adolescent literacy intervention programs: Chart and program review guide. Retrieved from http://www.learningpt.org/literacy/adolescent/intervention.pdf
Slavin, R.E., Cheung, A., Groff, C., & Lake, C. (2008). Effective reading programs for middle and high schools: A best evidence synthesis. Reading Research Quarterly, 43, 3, 290322. www.bestevidence.org/word/mhs_read_Feb_2008_RRQ.pdf