Scaling-Up Interventions for Preventing Reading Problems Patricia Mathes, Ph.D. Live Chat, December...
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Transcript of Scaling-Up Interventions for Preventing Reading Problems Patricia Mathes, Ph.D. Live Chat, December...
Scaling-Up Interventions for Preventing Reading Problems
Patricia Mathes, Ph.D.Live Chat, December 15, 2008
Presentation Goals
Participants will leave this session with: a deeper understanding of the
challenges of maintaining and sustaining research proven instructional practices across time.
a plan for action to ensure instructional innovations continue into the future.
Life Cycle of Scaling
Implementation (year 1)
Sustaining (year 2)
Maintaining (year 3)
Institutionalization (year 4)
What is Being Scaled-Up
Tier 1: Quality CoreEnhanced general education classroom instruction.
Tier 2: Secondary InterventionChild receives more intense intervention in general education, presumably in small groups.
Tier 3: TertiaryIntervention increases in intensity and duration. Support typically needed across years.
If progress is If progress is inadequate, inadequate, move to next move to next
level.level.
StudyHours of
InstructionIntervention
Type
Reading %tile for inclusion as At--Risk
% of Students below the
30th%tile at end of study*
Foorman et al, 1998
whole year Whole Class 18th 5%
Mathes et al., 2005
whole year Whole Class 18th 3%
Mathes et al., 2001 40
Peer Tutoring 25th 7%
Mathes et al., 2003 40
Peer Tutoring 25th 5%
Allor et al., 2001 40-55Peer
Tutoring 25th 6%
Tier 1 -- Alone
*extrapolated to entire population
Adding on Tier 2
StudyHours of
InstructionIntervention
Type
Reading %tile for
inclusion as at--risk
% of Studentsbelow the
30th%tile at end
of study*
Torgesen et al., 2000
Whole Year
small groups
of 3-5 18th 1.4%
Torgesen et al., 2003
Whole Year
small groups
of 3-5 18th 0.8%
Mathes et al., 2005a
(Early Interventions in Reading)
Whole Year
small groupsof 3 18th 0.02%
Mathes et al., 2005b
(Responsive Reading)
Whole Year
small groups
of 3-5 18th 1.7%
Chard & Harn., 2007
Whole Year
small groups
of 3-5 15th 0.93%
*extrapolated to entire population
5 Year Olds Before Learning 5 Year Olds Before Learning To ReadTo Read
Right RightLeft Left
Simos, P.G., Fletcher J.M., Foorman, B.R., Francis, D.J., Castillo, E.M., Davis, R.N., Fitzgerald, M., Mathes, P.G., Denton C. & Papanicolaou, A.C. (2002). Brain activation profiles during the early stages of reading acquisition. Child Neurology.
AfterIntervention
LeftLeftRightRight
normalized
Good Intervention Normalizes Brain Activation Patterns
Before Intervention
CTOPP
Blending Words .44 -.19
Blending Non Words .47 -.10
TOWRE
Word .51 -.14
Phonetic decoding .42 -.13
WJIII
Word ID .88 -.12
Word Attack .24 -.26
Passage Comp .57 -.10
Spelling .60 -.30
SBRR vs. nonSBRR intervention
nonSBRR Intervention vs. core only
Data presented as Effect Sizes – anything over .20 is educationally relevant
Science Matters!Science Matters!
The Real World: Tier 2
Study
Hours of Instructio
nInterventio
n Type
Reading %tile for inclusion
as At--Risk
% of Students below the 30th%tile at end of study*
Mathes & Denton, 2008a 25 weeks
Small group 15th 4.30%
Mathes & Denton, 2008b 25 weeks
Small group 15th 4.31%
a = Early Interventions in Reading
b = Responsive Reading
Questions
What are barriers and facilitators to research-supported educational practices be implemented wide-scale in schools?
Scaling Two InterventionResponsive Intervention (Denton & Hocker, 2005) Systematic, explicit
instruction in synthetic phonics & analogy phonics
Students apply decoding, fluency, & comprehension skills while reading/ writing
Teachers respond to student needs documented through assessment
Leveled text (decodable can be integrated)
Early Interventions in Reading (Mathes & Torgesen, 2005)
Explicit instruction in synthetic phonics, with emphasis on fluency and comprehension strategies.
Decodable text Carefully constructed scope
and sequence designed to prevent possible confusions
Daily Lessons are prescriptive Lessons are fully Specified**Prepublication title = Proactive Reading.
Previous Research Results
Students in both interventions performed significantly better than at-risk students in the same school who did not receive the interventions in phonological awareness, word reading, and oral reading fluency
The Current Project(2004-08)
78 Schools in the Dallas/Fort Worth and Austin areas across 4 years.
Farthest North-Farthest South: 255 Miles
Farthest East-Farthest West: 105 Miles Schools had a choice of intervention Large urban, suburban, and very small
rural districts
Factors that Impact Outcomes1. Quantity of
implementation2. Quality of
instruction3. Quantity has
more power than than quality!
4. Both are important!
Critical Components for high levels of Quality and Quantity
Student
Outcomes
Coaching
LeadershipTeaching Expertise
Scientifically-Based
Curriculum
The Real World
What are the barriers to getting results?– Teacher mobility– Teacher Support– Leadership Support– Infrastructure
Teacher mobility over is a huge obstacle!
2004-05 = 45 teachers2005-06 = 19 returning teachers (58% loss)2006-07 = 8 returning teachers (83% total loss)2007-08 = 4 returning teachers (92% total loss)
Teacher Support
Staff Development is not enough.
High teach mobility results in needs for ongoing support for teachers who are new implementers
Even highly expert teachers are faced with challenges.
All teachers need ongoing support.
CoachingCoachingConditionsConditions
On-SiteOn-Site Virtual CoachingVirtual Coaching On DemandOn Demand
56 Teachers 41 Teachers41 Teachers 46 Teachers46 Teachers
Ns represent 2004-07 cohorts
Student Focused Coaching
Data collection
and review
classroom observations
conferencingReferencing teacher resources as needed
Virtual CoachingData-Based and Student focused Classroom Observations
Teacher Resources Communications
Communications Coaches facilitate
communication in multiple ways– My coach
(one-on-one discussions)
– My team (group discussions)
– Teleconferencing/videoconferencing (personal coaching)
Coaching Results
On-site Coaching = to Virtual Coaching on all measures.
Both Coaching Models > On-Demand on measures of Phonemic Awareness, Alphabetic Decoding and Word Recognition
Teachers in both coaching conditions had higher implementation scores than teachers in the On-Demand Condition.
Leadership
School leadership has to support the instructional model.– Protecting time.– Building infrastructure
InfrastructureEffective Model Intervention
teacher(s) provides small group in addition to core through-out the day.
Special education, Title1, and general education work together seamlessly.
Ineffective Model General education
teacher provides both core and Tier 2 intervention.
Special services don’t become involved until Tier 3.
Life Cycle of Scaling
Implementation (year 1)
Sustaining (year 2)
Maintaining (year 3)
Institutionalization (year 4)
Life cycle of scaling
Implementation (year 1)
Sustaining (year 2)
Maintaining (year 3)
Institutionalization (year 3)
Planning for the Future
How will you ensure that the instructional innovations implemented are sustained?
1. Ongoing Implementation activities?2. Ongoing teacher support systems?3. Leadership development and support?4. Creative funding (Title 1; Special
Education – RTI)?
For further information, contact:
Institute for Reading Research http://www.smu.edu/irr