Root Cause Howell k-8 January 31,2013. ACADEMIC FISHBONE.

Root Cause

Howell k-8January 31,2013

ACADEMIC FISHBONE

Simple View of Reading

Reading is the product of decoding (the ability to read words on a page) and language comprehension (understanding those

words).

Printed Word

recognitionLanguage

Comprehensionx

Phoneme Awareness Phonics

Fluency

Vocabulary Reading Comprehension

2 domains

5 components

Gough and Tumner, 1986; Cain,p 214

Reading: Simple View of Reading as an algorithm

Printed Word Recognition

Language Comprehension

x = Reading Comprehension

1 x =0 0

0 x =1 0

.5 x =1 .5

● Background Knowledge● Vocabulary Knowledge● Language Structures● Verbal Reasoning● Literacy Knowledge

● Phonological Awareness● Decoding (and Spelling)● Sight Recognition

SKILLED READING: fluent execution and coordination of word recognition and text comprehension.

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasinglystrategic

Reading is a multifaceted skill, gradually acquired over years of instruction and practice.

Reading: Scarborough's Rope

Fluency/naming speed and language comprehension

Phonology and fluency/naming speed

Phonology and language comprehension

All three issues

Subtypes of Reading Disability

Phonological Awareness (Blevins, Rosner and Words their Way)

Alphabetic Principle (Core Phonics, Words their Way, LETRS Morphological Awareness)

Vocabulary and Comprehension

(DRA/SRI, Core Vocabulary and Critchlaw)

Fluency (ORF, Fry and RAN)

Rhyme:Oddity Task:Oral Blending:Oral Segmentation:PhonemicManipulation:

Alphabet Skills:

Reading and Decoding:

Spelling Skills:

Morphology:

# of Orthographic errors on spelling:

Site Words:

ORF Rate:

ORF Accuracy:

# of phoneme errors on spelling test:

Color naming RAN:

Reading Level:

Oral Language Vocabulary:

Name: ________________

Executive Functioning Skills:

Reasoning Skills:

Other:

Rosner Auditory Analysis:

Reading Vocabulary:

Reading

Fishbone Analysis

Simple View of Writing • Writing is the product of low level transcription skills and high level language

processing and mental control processes.•

Transcription Skills Language Processing

x

handwriting,

spelling, grammar

Mental Control

Planning, reviewing and

revising

3 domains

= WrittenComposition

Model for Writing Instruction

x x

self-regulation, working memory Moats, 2011 Module 9 LETRS

Writing

Memory Processes

short term

memory

long term

memory

working memory

Automatic Pilot

Self-regulation: revising, employing strategies, setting goals, managing attention, taking perspective of the reader

Higher-level reasoning: finding evidence, judging perspective, synthesizing or elaboration, having a new idea

Writing Processing Model-Moats LETRS Module 9

Planning Translating

Transcribing

Context Processor

Orthographic

Processor

Phonological Processor

Meaning Processor

Phonics

Grapho-motor

Processor

Writing

Reviewing Holy Crap!

Processing Speed

Handwriting (Handwriting without Tears Screener)

Alphabetic Principle: Spelling (Core Phonics, Words their Way)

Written Composition (Writing CBM with Rubric )

Grammar (Writing CBM CWS, Grammar Assessment)

Memory:Orientation:Placement:Sentence:

# of Orthographic errors on spelling:# of Phonologic errors on spelling:

Writing CBM CWS:

Parts of Speech:Subject/Predicate Identification:Sentence types :Sentence Identification:Syntax CLOZE:

Writing Content:

Writing Organization:

Writing Style and Fluency:

Language Usage:

Name: ________________

Other:

Writing

Formation:Size:Neatness:Speed:Posture:Pencil Grip

Developmental Stage of Spelling:

Alphabet Skills:

Reading and Decoding:

Spelling Skills:

Simple View of Math • Mathematical problem solving is the product of low level number skills and high

level reasoning.•

Number SkillsOperations

Reasoning x

Number Sense

Operations

logical thinking

-verbal and non-verbal

2 domains

=Problem Solving

Model of Math Instruction

Fluency

Procedure

Verbal math

Imagery

Fluency Visual Spatial

Mathematical Distraction

Numeracy

Math

Number Sense (Math their Way; quantity discrimination; missing number )

Operations (Math their Way;)

Reasoning and Problem Solving (Monitoring Basic Skills Progress; Pattern Block Design;

Mathematics Navigator Screeners)

Fluency (Monitoring Basic Skills Progress; Rapid Automatic Naming )

Counting by Rote Memory:One-to-One Correspondence: Instant Recognition:Conservation of Number: Counting Backwards: Estimation of Objects: Numeral Recognition:Numeral Forms :

MBSP Correct Digit CBM (k-6; use 6th grade for 6-12):

Quantity Discrimination CBM:

Color naming RAN:

MBSP Applications (k-6):

Mathematics Navigator Screener (6-12):

Missing Number CBM:

Pattern Block Design:

+ & - Concept Level:+ & - Connecting Level:+ & - Symbolic Level:+ * - Visualization Level:

Regrouping + & - Concept Level:Regrouping + & Connecting Level:Regrouping + & Symbolic Level:

Place Value Concept Level:Place Value Connecting Level:Place Value Symbolic Level:

Regrouping + & - Concept Level:Regrouping + & Connecting Level:Regrouping + & Symbolic Level:

Multiplication Concept Level:Multiplication Connecting Level:Multiplication Symbolic Level:

Name: ________________

Other:

CASE STUDY: ANGELA

Case Study • K-2 Reached Benchmarks • 3rd Grade CSAP Satisfactory • 4th Grade CSAP P. Proficient • 5th Grade CSAP Unsatisfactory • Currently 6th Grade at a K-8 School • SRI Lexile- 498 or 2nd grade

Case Study

Student Intervention Team Read Naturally for 2 days a weekGuided Reading Plus for 3 days a week

Progress Monitoring Oral Reading Fluency – no progress after 6 weeks.

Special Education • GORT- showed she is at the 21%ile

Program Manager Called the program manager and not sure

what to doReview indicated a very poor BOEA BOE was developed

Case Study

Phonological Awareness Alphabetic Principle

Vocabulary and Comprehension

Fluency (

Reading Level: SRI 498 GORT: 21%ile CSAP: Unsatisfactory DPS Benchmark (spring 2010) PP

DRA Level 40 MAZE Passage: 38%ile

Angela is struggling with reading

Universal Data

Targeted Screening

Intervention

Progress Monitoring

TargetedAssessmen

t

Eligibly Determination

Interview and Observe

Total number of seconds

Grade level

>111 < K

111-95 K

94-76 1st grade

75-67 2nd grade

66-64 3rd grade

63-59 4th grade

58-52 5th grade

51-49 6th grade

48-45 7th grade

45-40 8th grade

<40 9th grade +

Angela is struggling with reading

Phonological Awareness (Blevins, Rosner and Words their Way)

Alphabetic Principle (Core Phonics, Words their Way, LETRS Morphological Awareness)

Vocabulary and Comprehension (DRA/SRI and Critchlaw)

Fluency (ORF, Fry and RAN)

Rhyme: 11/12Oddity Task: 12/12 Oral Blending: 12/12Oral Segmentation: 23/24PhonemicManipulation: 12/12

Phoneme/Grapheme: Short vowels: 21/21 Consonant Blends w/ short vowels: 15/15 Short vowels, digraphs, and trigraph: 15/15 R-Controlled vowels:13/15 Long vowels spellings: 13/15 Variant Vowels: 10/15 Low frequency vowel /consonant spellings: 8/15 Multisyllabic words: 14/24

Morphology: Structural analysis 1/12 Inflectional Morphemes 11/12Derivational Morphemes 0/12

Site Words: San Diego 5th grade level

ORF Rate: 93.8 Below Average ORF Accuracy: 92% Below Average

# of phoneme errors on spelling test: 57%

Color naming RAN: 6th grade level

Reading Level: GORT: 21%ile CSAP: Unsatisfactory DPS Benchmark PP DRA 40 (5th grade level) MAZE Passage: 38%ile

Oral Language Vocabulary:

Rosner Auditory Analysis: 1st Grade Level

Reading Vocabulary:

GORT Fluency: 16%ile

7th Grade Level

5th grade level

Executive Function: excellent focus, initiates tasks, can shift in midstream; no concerns with executive functioning

Reasoning : excellent verbal and non-verbal reasoning

Other: English is first language; no family history of reading problems; older sibling have no issues with academics; engaged family

No concern

Slight Concern

Serious Concern

Is there evidence to suggest

difficulty with executive

functioning?


difficulty with Language

Processing ?


difficulty with reasoning ?

Root Causes of Reading Difficulty

Student has the ability to sustain focus when basic

skills are automatic


difficulty with processing

speed?

Student is able to learn through

various methods (mastery, inquiry)

yes

no1.

2.

3.


problems with phonological processing?


problems with orthographic processing?

yes

no

yes

no

yes

no

yes

noyes

no

Prioritize the concerns 1. _____Basic Phonological_________2. _____Basic Orthographic _________3. ______________________________4. ______________________________5. ______________________________6. ______________________________

Executive Functioning

Concerns

Reasoning Concerns

Reading Comprehension

Concerns

Reading Fluency

Concerns

Basic Reading Phonological

Concern Basic Reading Orthographic

Concern

Create the Treatment

Plan

Name: ___________Angela ________________

Universal Data

Targeted Screening

Intervention

Progress Monitoring

TargetedAssessmen

t



Redo of the Intervention

But now in the area of concern

Universal Data

Targeted Screening

Intervention

Progress Monitoring

TargetedAssessmen

t



Targeted Assessment

Universal Data

Targeted Screening

Intervention

Progress Monitoring

TargetedAssessmen

t



SDI Plan – 3 areas to focus on

1. Direct Instruction 2. High Impact Accommodations

3. Home to School Connections

Direct Instruction

Recommendations

Goals

Plan

Treatment Plan for Angela

Direct Instruction

Recommendations: •Instruction is direct, systematic, sequential and multisensory•Instruction is focused on phonology, six syllable types and morphology•As soon as skills are mastered, immediately apply to core curriculum

Goals : •Angela will identify the six syllable types and decode multiple syllable words at grade level•Angela will identify the 127 most frequent morphemes of English and determine the meaning of a word based on these morphemes.

Plan: •20 Minutes daily- 5 min of phonological drills; 15 min direct instruction on syllable types and English Morphemes for 6 weeks •20 Minutes two times a week applying the syllable types and morphemes to vocabulary from the core instruction

Accommodations and Modification of the Core Curriculum

Area of concern that needs accommodations

Accommodations

Modification


Accommodations and Modifications of the Core Curriculum

Areas of Concern:•Struggles decoding multiple syllable words

Accommodations:•Use multiple syllable word decoding strategies (chunking, syllabication, etc)•Pre-teaching vocabulary •Direct instruction of spelling words

Modifications:•None needed

Home to School Connections

Hypothesize home engagement

Meaningful homework that matches home engagement


Home to School Connections

Home Engagement:X HighMedium LowNon-Existent

Meaningful Homework Tasks:•Teach parents the chunking and syllable strategies and the five linguistic features of spelling •Ask them to use these when assisting her with her spelling or vocabulary homework

Root Cause Howell k-8 January 31,2013. ACADEMIC FISHBONE.

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Transcript of Root Cause Howell k-8 January 31,2013. ACADEMIC FISHBONE.