MPS Intervention/Remediation
Committee
2007-2008
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
The Struggling Reader:
Interventions That Work
• 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.
The Struggling Reader:
Interventions That Work
• 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.
The Struggling Reader:
Interventions That Work
• 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
Chapter 1 – A PreventionIntervention 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)
Chapter 1 – A PreventionIntervention Framework
• 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)
Chapter 1 – A PreventionIntervention Framework
Cooper, Chard, and Kiger’s Framework
1. Assess and
Diagnose
2. Teach/
Reteach
3. Practice
5. reassess
4. Apply
Chapter 1 – A PreventionIntervention Framework
The authors apply this
framework to:
• Oral language
• Phonemic Awareness
• Word Recognition
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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
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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
Segmenting
Blending
Deleting
Words
Phonological
Awareness
Substituting
Syllables
Rhymes
Sounds
Chapter 3 – Phonemic Awareness
• 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.
Chapter 3 – Phonemic Awareness
Sequence of activities
• Sentences words
segment & 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
Chapter 3 – Phonemic Awareness
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
Chapter 4 – Word Recognition
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4 Prerequisites
Recognize the purposes of print
Recognize the letters of the alphabet
Understand that print represents
speech
Acquire phonemic awareness
Chapter 4 – Word Recognition
1.
2.
3.
4.
5.
5 Elements of Systematic Word
Recognition Instruction
Letter-Sound Relationships
Regular-Word Recognition
Irregular-Word Recognition
Advanced Word Recognition
Story Reading
Chapter 4 – Word Recognition
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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
Chapter 4 – Word Recognition
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
Chapter 4 – Word Recognition
• 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
Chapter 4 – Word Recognition
Advanced Word Recognition
“Larger Chunks”
• Blends
• Letter Combinations – consonant digraphs,
vowel digraphs, diphthongs, & r-controlled vowels
• Vowel-Consonant-e Patterns
• Affixes
Chapter 4 – Word Recognition
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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
Chapter 5 – Meaning Vocabulary
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
Chapter 5 – Meaning Vocabulary
How to build ongoing, daily awareness
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Bulletin Boards
Word Banks and Word Books
Wide Reading – provide time to talk about books
Read Aloud
Daily Discussion of Words
Chapter 5 – Meaning Vocabulary
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
Chapter 5 – Meaning Vocabulary
Teaching vocabulary-related strategies and skills –
5 Step Strategy
1.
2.
3.
4.
5.
I try to pronounce it using phonics.
If I figure it out, I try reading the text aloud. Does it
make sense? If not, I go to #3.
I look for parts I know: prefixes, suffixes, base words,
and root words. I think about their meanings.
I read to the end of the sentence or paragraph trying
the meanings. Does it make sense?
If I still don’t know the word, I ask someone or look it
up.
Chapter 5 – Meaning Vocabulary
After Reading –
Providing Vocabulary Follow-Up Activities
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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:
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Recognize words automatically
Read aloud effortlessly and with expression
Do not have to concentrate on decoding
Can focus on comprehension
Chapter 6 – Reading Fluency
Why Is Fluency Important?
• It is a bridge between decoding and
comprehension.
• It increases motivation to read.
Chapter 6 – Reading Fluency
Fluency Strategies
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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
Chapter 6 – Reading Fluency