Targeted Reading Intervention Classroom intervention for rural kindergarten and first grade teachers...
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Transcript of Targeted Reading Intervention Classroom intervention for rural kindergarten and first grade teachers...
Targeted Reading Intervention Classroom intervention for rural kindergarten and first grade teachers
Pledger FedoraKelley MayerSteve Amendum
Targeting instructional match in every interaction…
Who are we?
• Research project• Part of the National Research
Center on Rural Education Support– www.nrcres.org
• Funded by the Institute of Education Sciences (IES)
Purpose
The purpose of this study is to improve the teaching strategies of rural kindergarten and first grade teachers in literacy, with a specific focus on strategies that are effective with struggling readers who do not make reading gains using traditional reading instruction.
Why focus on rural kindergarten and first grade teachers?
• The first few years of school are critical for children’s later school success – (Alexander& Entwisle, 1992; Juel, 1988; Vernon-Feagans,
Odom, Pancsofar & Kainz, in press; Vernon-Feagans, Gallagher & Kainz, in press;)
• On average, teachers in rural areas have more teaching experience and knowledge of their students, but teachers have less access to professional development opportunities – (GAO report, 2004; Lee & Burkham, 2003)
• Teachers and parents are more satisfied with their schools in rural areas, but children come to school with less formal and high quality preschool experiences – (Israel, 2004; Vernon-Feagans et al., in press).
Why focus on struggling learners?• Struggling learners are usually the ones
that do not make expected progress – (Pianta, 2001; Meisels, 2001)
• This emphasis on struggling learners has been highlighted through disaggregated data mandated by NCLB
• Teachers report struggling learners are
the children who have the least success in learning and behavior.
Why focus on literacy?
• Reading becomes the foundation for subsequent academic learning – (Lyon et al., Snow, Burns & Griffin; 1998;
Vernon-Feagans, 1996)
• Children’s ability to decode words at the end of first grade accounts for 40% of their reading comprehension during secondary school – (Foorman et al., 1997)
Principles of The Targeted Reading Intervention (TRI)• Based on research evidence about how
young children learn to read• Based on the 5 early reading constructs
identified as most important the National Reading Panel and Reading First
• Can be used to complement any reading curricula as well as the Reading First Initiative.
• Can be adopted by any school system, no matter how few resources they have.
• Teaching literacy that is always geared to the context of the word and text.
• Based on research that emphasizes individualized diagnostic/assessment based teaching
• Targeted for children who struggling with beginning reading
• Teaching conducted in one-on-one teacher/ child learning sessions at least 4 times a week
Principles of The Targeted Reading Intervention (TRI), continued
Targeted Reading Intervention
• For struggling K-1 students • Intensive, diagnostic reading
instruction • Daily • Given by the classroom teacher• One-on-one small groups• Rapidly accelerate students’
reading achievement
What Makes The TRI Unique?
• Intensive collaborative consultation
• Individual diagnostic teaching model– Responding to the response
• Classroom teacher tutors• Teacher-student relationships
What Makes The TRI Unique?
• Real reading from the start– Always in the
context of words– Letter-sound
knowledge– Mapping sounds
to print
• Low cost/adaptability
The Targeted Reading
Intervention Model
The Interaction of Decoding & Sight Words
TRI FrameworkRe-Reading for Fluency
(~2+ minutes)
Word Work(~8+ minutes)
Guided Oral Reading(~5+ minutes)
TRI Extensions
TRI Framework
Re-Reading for Fluency(~2+ minutes)
TRI Extensions
TRI Framework
Word Work(~8+ Minutes)
TRI Extensions
The Interaction of Decoding & Sight Words
TRI: Primary Word Work Strategies for Pink and Blue Levels
– Segmenting Words
– Change One Sound
– Read, Write, & Say
– Pocket Phrases
Word Work(~8+ minutes)
Word Work Example: Change One Sound
Primary Word Work Strategies for Green Level
Word Work(~8+ minutes)
– Segmenting Words – Variation
– Sort, Write, and Say
– Word Division– Search for the
Sound– Try One
strategy
Word Work Example: Sort, Write and Say
TRI Framework
Guided Oral Reading(~5+ minutes)
TRI Extensions
Guided Oral Reading Examples
Our vision for a teacher’s year
• At the beginning of the year, teachers selected five struggling readers.
• TRI instruction– For one struggling reader– 15 minutes– 4 times per week
Hypothetical TRI ScheduleHow 5 struggling readers might get the TRI
Sept. EzekialOct. EzekialNov. Maria (with occasional Change 1 Sound &
Guided Oral Reading with Ezekial)Dec. Maria & EzekialJan. DeJavan (with occasional Change 1 Sound &
Guided Oral Reading with Maria & Ezekial)Feb. John (with occasional Change 1 Sound & Guided
Oral Reading with DeJavan; once or twice with Maria & Ezekial)
March John & DeJavanApril Jackie (with occasional Change 1 Sound &
Guided Oral Reading with John; once or twice with DeJavan)
May Jackie & John
Easing into the TRI: Kindergarten
Date # of TRI sessions TRI Strategies Used
Week One 1 time Guided Oral Reading 10 min.High teacher support
Week Two 2-3 times Guided Oral Reading 10-15 min.High teacher support
Week Three 3-4 times Word Work* 10 min. (Segmenting Words & Change 1 Sound)Guided Oral Reading 5 min.
Week Four 4+ timesFull TRI
Implementation
Word Work* 8 min. (Segmenting Words, Change 1 Sound, & Read, Write, & Say)
Guided Oral Reading 7 min.
Assessment-based instruction: Diagnostic Maps
Re-Reading for FluencyReader: ____________________________________Focus on: _____________________________________
Word WorkSegmenting Words ___Pink ___Blue Target Sounds: _____________________________________Words:_____________________________________
Change One SoundTarget Sounds:_____________________________________Word Chain:_____________________________________
Read, Write, & SayTarget Sounds:_____________________________________Words:_____________________________________
Rate the reading
Text Difficulty
1 2 3 4 Too easy
Just right
Too hard
Able to segment sounds in
Alphabetic Principle
Frequent phonics errors
3-sound words
Yes Yes No
Able to manipulate phonemes in
Frequent phonics errors
3-sound words
4-sound words
Able to blendSays sounds while writing
Alphabetic Principle
3-sound words
4-sound words
Phonics knowledge
Yes Needs reminding
Yes No
Collaborative Consultation Model for Rural Teachers
Essential Personnel • TRI personnel
– A K-1 TRI Consultant for each school
• Site-based personnel– Superintendent– District Curriculum Coordinator– Principal– A K-1 School Consultant– K-1 Classroom Teachers– K-1 Teaching Assistants
Effective Collaborative Strategies in the LEEP Consultation Model
Professional Development Mechanisms
• Summer Institute• Weekly TRI Team meetings• Monthly workshops• TRI consultant visits • Videos of teachers, guides, and
materials
Weekly Team
Meetings
Professional Development
Workshops
Summer Institute
Summer Institute
• Three Day Summer Institute for all teachers, aides, and principals to learn the TRI strategies
• Teachers will learn– how to link assessment with efficient instruction – essential elements of reading development– how and when to use essential strategies– why intensive instruction is worth it– why repetition across the day is worth it
Weekly TRI Team Meetings
Specific agenda:• To link assessment data with
efficient instruction• To repeat and extend content from
the summer institute• To problem-solve collaboratively• To ensure participation and fidelity
Monthly Workshops• To build relationships across K-1• To extend the TRI content knowledge and
skills on a specific timeline • To link assessment data with efficient
instruction• To provide a video model of teachers using
the TRI or examples of TRI Extensions• To provide opportunity for school to
receive coaching from TRI Consultant, in person, via conference call, or via web cam
Research Design (2005-2007)
• Select rural counties with limited access to teacher professional development.
• Select four non-Reading First elementary schools willing to participate. In the following year select two additional Reading First schools.
• Randomly assign schools to the intervention (TRI) and control group (no TRI). – Randomly select 5 struggling learners– Randomly select 5 non-struggling learners
Child characteristics
Race African American European American Other
61%32% 7%
33%37%31%
Gender Male Female
73%27%
63%37%
Parents Married 46% 54%
Maternal Education
M = 11.8 yrs
M = 13.3 yrs
TRI Non-TRI
Teacher characteristics# of years teaching M = 18 yrs
Teacher Age M = 43 yrs
Teacher Ethnicity Caucasian African-American Other
65%30% 5%
National Board Certification 5%
Certification type Temp Regular Specific grade certification
10%40%50%
Data collected
• Lots of data were collected!• Today—report on:
– Child assessments:• Phonological awareness with the CTOPP• Word Attack (Woodcock-Johnson)• Letter/Word ID (Woodcock-Johnson)• Receptive Vocabulary with the PPVT-III
– Classroom observations
Child Outcomes: (Fall and Spring Testing)
Phonological awareness(CTOPPS)
F(1,69) =1.29 Non-TRI
TRI
.52
1.67
Word Attack (WoodcockJohnson)
F(1,151) = 4.09*
Non-TRI
TRI
27.15
35.86
Letter/Word Identification (Woodcock Johnson)
F(1,152) = 5.25*
Non-TRI
TRI
34.12
42.22
Peabody Picture Vocabulary Test (PPVT)
F(1,120) = 0.38 Non-TRI
TRI
1.20
2.32
Outcome F-Test GroupLSMean
Gain
Child Outcomes: (Fall and Spring Testing)
Classroom Observations
Observed one-to-one teacher/child interaction
t (187) = 3.83, p < .0002
Non-TRI
TRI
.30
2.64
Outcome T-Test GroupLSMean
Gain
Final Thoughts
• TRI = efficient, effective reading instruction
• TRI = effective professional development processes
• It works! Evidence-base.
• Sustainability and portability
One Teacher’s Experience…