MPS Intervention/Remediation Committee

MPS Intervention/Remediation

Committee2007-2008

Intervention/Remediation

• Why have an intervention/remediation committee?

• Who is the committee composed of?

• When will we meet? What will we discuss?

The Struggling Reader: Interventions That Work

• Remedial reading classes help students after the fact – they have already experienced failure

• Legislation is demanding the we act sooner– No Child Left Behind/Reading First– Reading Sufficiency Act – 100% by

7/1/08– Response to Intervention – IDEA 2004


• Response to Intervention– Response to Intervention aims to

prevent unnecessary assignment to special education. With RTI, low-performing children are offered intense, individualized academic intervention. Student progress is monitored to see if response to this intervention yields adequate academic growth.


• How do we respond to these high expectations?

– We must take steps to prevent reading problems by intervening as soon as we identify a problem.


• Successful interventions always increase the intensity of instruction – Torgesen, FCRR http://www.fcrr.org/newsletter/InterventionNews.pdf

– Key is Positive Instructional Interactions (Pii) through:• Intensity – increased time• Focus – small group• Quality – research proven strategies &

highly qualified teachers

http://www.fcrr.org/newsletter/InterventionNews.pdf

Chapter 1 – A Prevention-Intervention Framework

• A struggling reader is a student who is experiencing significant difficulty learning to read. (p. 10)

• We can identify potential struggling readers before problems . . . Develop, and intervene if problems are already present (Snow, Burns, & Griffin, 1998). (p. 12)


• Definitions– Remediation is the process of correcting a

deficiency. Remediation is a term previously used to describe instruction given to struggling readers, suggesting that teachers should wait until a student is already failing & then correct problems.

– Intervention is the process of coming into or between so as to hinder or alter an action. It involves providing instruction to struggling readers to stop further failure & help them make adequate yearly progress.

– Prevention is the process of keeping something from happening. It involves identifying potential struggling readers & providing appropriate instruction so that failure is avoided. (pp. 12 -13)


Cooper, Chard, and Kiger’s Framework

3. Practice

5. reassess 4. Apply

2. Teach/Reteach

1. Assess andDiagnose


The authors apply this framework to:

• Oral language• Phonemic

Awareness• Word Recognition

• Meaning Vocabulary

• Reading Fluency• Comprehension• Writing

Chapter 2 – Oral Language

• Components of Oral Language– Form – sounds, prosody, morphology,

& syntax (sentence structure)– Content - vocabulary– Function – pragmatics (way a speaker

communicates, purpose)Talk enhances the development of literacy. It is not a subject, but rather a condition of learning in all subjects. – David Booth

Chapter 2 – Oral Language

• Activities to Support Oral Language– Talk– Read Aloud– Dramatic Play– Puppets– Poems and Songs– Word Play– Elaborate Sentences

Talk enhances the development of literacy. It is not a subject, but rather a condition of learning in all subjects. – David Booth

Chapter 3 – Phonemic Awareness

• Phonological Awareness – awareness of sounds in a language: syllables, onsets and rimes, or individual phonemes

Blending

Deleting

Substituting

Sounds

Rhymes

Syllables

Words

Segmenting

PhonologicalAwareness


• Phonemic Awareness is one component of phonological awareness.

• It is the understanding that words consist of individual sounds and being able to manipulate those sounds.

• Phonemic awareness is an important skill for reading and writing.

• It focuses on the oral aspect of sounds in words, not letters.


Sequence of activities

• Sentences wordssegment & blend

• Compound words separate words - segment & blend

• 2 syllable words – segment & blend

• Multisyllabic words – segment & blend

• Words onsets & rimes- segment & blend

• Words phonemes -segment & blend


IMPORTANT - Don’t delay phonics instruction for students who have not yet acquired phonemic awareness. Teaching letter-sound correspondences along with phonemic awareness gives students opportunities to develop in both areas. (Perfetti, Beck, Bell, & Hughes, 1987)

Chapter 4 – Word Recognition

• Word recognition – the ability to read words

• Word recognition must be taught.• Word recognition requires applying

a reliable, step-by-step strategy


4 Prerequisites• Recognize the purposes of print• Recognize the letters of the

alphabet• Understand that print represents

speech• Acquire phonemic awareness


5 Elements of Systematic Word Recognition Instruction

1. Letter-Sound Relationships2. Regular-Word Recognition3. Irregular-Word Recognition4. Advanced Word Recognition5. Story Reading


Letter-Sound Relationships• Teach more useful letter-sound

relationships first• Separate letter-sound relationships

that are potentially confusing • Teach continuous sounds before stop

sounds• Pace letter-sound instruction based on

student success


Regular-Word Recognition

• Step 1 – Sound out the word• Step 2 – Say the word quickly• Step 3 – Sound out the word in

your head before reading it aloud


• Teach the most common, useful words first – Dolch, Fry

• Monitor for success – 3 to 5 new words at a time

• Frequent opportunities to practice – about 10 words at a time

• Teach about 5 minutes/day before introducing in text


Advanced Word Recognition“Larger Chunks”

• Blends• Letter Combinations – consonant

digraphs, vowel digraphs, diphthongs, & r-controlled vowels

• Vowel-Consonant-e Patterns• Affixes


Story Reading• Decodable books• Reread familiar books• Encourage students to sound out

in their head• Gradually increase difficulty of

texts

Chapter 5 – Meaning Vocabulary

How do students acquire meaning vocabulary?

• Through wide reading, discussions, and life experiences

• By developing an awareness of words – activities and games that require thinking about words

• Through direct instruction• By learning vocabulary related skills – affixes,

roots, contractions, compounds


How do we help struggling readers develop meaning vocabulary?

• Build an ongoing, daily awareness of words• Apply the intervention framework to

meaning vocabulary• Provide vocabulary follow-up activities

after reading


How to build ongoing, daily awareness

• Bulletin Boards• Word Banks and Word Books• Wide Reading – provide time to talk about books

• Read Aloud• Daily Discussion of Words


Teach key concept vocabulary before reading using the intervention framework

• Select 6-8 words related to the key concepts in the text

• Make sure the words are going to be useful in reading other texts

• Know the context in which the words appear• Provide interactive instruction that builds

connections for students• Use graphic representations during instruction


Teaching vocabulary-related strategies and skills – 5 Step Strategy

1. I try to pronounce it using phonics.2. If I figure it out, I try reading the text aloud. Does

it make sense? If not, I go to #3.3. I look for parts I know: prefixes, suffixes, base

words, and root words. I think about their meanings.

4. I read to the end of the sentence or paragraph trying the meanings. Does it make sense?

5. If I still don’t know the word, I ask someone or look it up.


After Reading – Providing Vocabulary Follow-Up

Activities

• Synonyms• Semantic feature analysis• List-group-label• Word sorts

Chapter 6 – Reading Fluency

What Is Reading Fluency?

• According the National Reading Panel (2000), fluency is the ability to read text with speed, accuracy and proper expression.

• Fluent readers:– Recognize words automatically – Read aloud effortlessly and with expression – Do not have to concentrate on decoding – Can focus on comprehension


Why Is Fluency Important?

• It is a bridge between decoding and comprehension.

• It increases motivation to read.


Fluency Strategies

• Modeled reading - while student follow along• Books on tape or computer – students follows along• Word blending – 5 to 7 words• Word-list reading – words with similar spelling

patterns• Repeated reading – independent level• Coached reading (choral, whisper) – instructional

level • Wide reading

MPS Intervention/Remediation Committee

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