creating successful, research-based reading interventions for struggling readers that work! #pa058...
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Creating Successful, Research-Based
Reading Interventions for Struggling Readers—
that Work!#PA058
Elizabeth D. Palacios, Ph.D., LSSPLiz_Palacios@baylor.edu
Floyd Harrison, Graduate Student
School Psychology Graduate ProgramDepartment of Educational Psychology
Baylor University, Waco, Texas(254) 710-4683
NASP 2005 Annual Convention, Atlanta, GA
Definition of Reading Disabilities
Willcutt & Pennington (2000) define a reading disability as “a developmental disorder characterized by significant underachievement on standardized tests on single-word reading, reading fluency, and reading comprehension, usually resulting from impaired phonological processing”
Most reading experts agree…
that a reading disability:has a biological basis & is due to a congenital neurological conditionpersists into adolescents & adulthood (Richek, Caldwell, Jennings, & Lerner, 2002)
has perceptual, cognitive, & language dimensionsoften leads to difficulties in many areas of life as the individual matures (Hynd, 1992)
Common Practice
Reading disabilities are most often diagnosed on the basis of a significant discrepancy between a child’s learning potential (Intelligence Quotient score) and his/her reading achievement (reading achievement score)
Developmental Patterns
Children do not simply “grow out of it”
Research indicates that 74% of children significantly delayed in 3rd grade remain significantly delayed at the end of high school
(Shaywitz, et al., 2000)
grade 1 grade 4 grade 7 grade 10
0
2
4
6
8
10
12
Proficient readers
Impaired readers
Grade levels of reading skills over time.
“children who get off to a poor start in reading rarely
catch up” (Torgesen, 1998)
Proficient ReadersImpaired Readers
By adolescence…
the primary indications of a reading disability are:
difficulty with fluency when reading aloud
a very slow reading rate
poor spelling (especially in the context of spontaneous writing, rather than on a spelling test)
Components of Reading
According to the National Institutes of Health & Human Development (NICHD) of the National Institutes of Health (NIH), reading components include:
Phonological Awareness
Phonics Rules
Rate
Fluency
Comprehension
Reading Interventions
Torgesen proposes 3 general principles for reading interventions:
Instruction must be more explicit & comprehensive
Instruction must be more intensive
Instruction must be more supportive
Reading Interventions continued
Fletcher & Lyon describe the common components of effective intervention as:
Explicitly teaching how to articulate positions & mouth movements associated with each phoneme
Comprehensive & intensive instruction
Repetition
Experiences in different contexts
Individualized tutoring
High interest books for reading silently
Comprehension strategies
Vocabulary development
Practice for fluency & rate
Struggling Readers
There is an alarming rage of juvenile offenders with disabilities (an estimated 30%-50% of students in correctional system need special services)2% - 8% school-age children have reading disabilities compared to 30% - 60% of students involved with the juvenile justice systemThese figures are perhaps higher since many students in the juvenile justice system remain undiagnosed
Behavior Health Institute (BHI): Center for Learning &
DevelopmentBHI developed a reading intervention program for male adolescents placed in a long-term residential juvenile justice facility located in Central Texas.
Due to the high correlation of learning disabilities and juvenile delinquency, the juvenile detention center seemed the ideal place to pilot an innovative reading program.
BHI: Reading Intervention Program
PARTICIPANTS:
22 participants (ages 12 through 17)
Average age of group was 14 yrs., 9 mos.
Participants were Central Texas students in grades 5 through 11
PROCEDURE:
Students were referred to the program based upon low scores on a reading pronunciation test (WRAT-Reading)
BHI: Reading Intervention Program
PROCEDURE (CONTINUED)
A more comprehensive reading assessment was then administered:
Lindamood Auditory Conceptualization Test (LAC): determines the level of phonological awareness skills
Gray Oral Reading Test (GORT): measures the reading rate, reading fluency, & reading comprehension
BHI: Reading Intervention Program
The comprehensive reading program is approximately 12 weeks (120 hours)
The intensive program addresses phonological awareness, phonics skills, reading fluency, reading rate, & reading comprehension
Small groups of 4 to 5 students are each assigned a “station” where he interacts with the different components of the intensive program
BHI: Reading Intervention Program
These stations provide direct instruction by a:
reading specialist
interactive computer program
oral & silent reading
practice of newly acquired skills
The student works at each station for approximately 20 minutes and then rotates to the next station until all stations are completed
BHI: Reading Intervention Program
RESULTS:After 12 weeks of intensive reading intervention (2 hours per day for an average of 120 hours), the average grade level for:
Phonological awareness increased by 2.9 grade levels
Fluency increased 1.7 grade level
Rate increased 1.8 grade level
Comprehension increased 2.3 grade levels
BHI: 12-Week Intensive Reading Intervention Results
012345678
Gra
de L
evel
s
Pretest
Postest
First Station: LiPsLindamood Phoneme Sequencing Program for Reading, Spelling, & Speech (LiPS)
Program:Only a small portion of the program is utilizedStudents manipulate blocks to match nonsense wordsThe instructor works through many lists of wordsThe words become longer & more complex as the student progresses
LiPS Program (continued)
Benefits:Develops phonological processing skills
Stimulates phonemic awareness
Enables students to become self-correcting in reading, spelling, & speech
Drawbacks:Requires one-on-one attention
Requires the instructor to have precise speech patterns
Second Station: Earobics
Program: teaches more advanced phonological awareness, auditory processing, phonics, & cognitive skills, as well as language skills required for comprehension
Third Station: Lexia Reading S.O.S.
(Strategies for Older Students)
Program:Computer-based phonemic awareness & decoding programWide selection of game-like sections teach a variety of phonics & decoding skillsLesson content builds with each of five levelsAutomatic branching to specific skill areas lets the students practice the unit they needProgress can be monitored easily by student & teacher
Lexia Reading S.O.S (continued)
Benefits:Students develop automatic word recognition skills
Activities build phonemic awareness, sound-symbol correspondence, decoding skills, & comprehension skills
Can be used with a wide range of students 4th through 12th grade
Drawbacks:No grades are provided by the program (only units completed or passed)
Fourth Station: Read Naturally
Program:Audio tape reading programStudent is allowed one minute to read a selection coldStudent places a mark where he/she had to stop after one minuteStudent graphs the number of words read in one minuteStudent listens repeatedly to an audio tape of a person reading slowly
Fourth Station: Read Naturally
(continued)
Student answers comprehension questions over reading material
Student practices reading the selection alone
Teacher retimes the student as he/she attempts to increase the number of words read in one minute
Student graphs the final number of words read
Fourth Station: Read Naturally
(continued)
Benefits:Partner reading with tape builds fluency & vocabularyComprehension skills are developed by questioningGraphing provides progress monitoringStudents like the challenging “race like” nature of the program
Drawbacks:Difficult for teacher to know if students are listening to the tapesMixed levels are sometimes embarrassing for students
Fifth Station: PLATO/AEC A+ Learning Programs
Plato Program:Focuses on reading comprehension skillsComputer-based curriculum takes each student through a series of lessons addressing informational text, expository texts, & literature
American Education Corp. A+dvanced Learning SystemComputer-based Language Arts & Reading programTeaches skills from 1st to the 5th grade levelStudent takes practice test then real test over lessonAll tests are 10 multiple choice questionsLessons build on each other
Benefits:
Student is able to practice, learn, and test his ability in the area of vocabulary & reading comprehension
Sixth Station: Don Johnston’s Books
Program:High-interest, controlled-vocabulary reading seriesNarrated computer books on CD’sIncludes CD, paperback book, & audiocassetteStudents read a chapter one page at a timeStudents answer quizzes (cloze passage or multiple choice) after each chapter Quizzes are graded immediately & the student receives instant feedback
Sixth Station: Don Johnston’s Books (continued)
Benefits:Large choice of mature titles
Students like the choices available
Real number grades are provided
Build fluency through more reading experience
Drawbacks:Limited number of levels 2/3 and 4/5
Under-motivated students may just listen to the CD & not read the text
BHI: Reading Intervention Program
DISCUSSION:Through intense, direct, and interactive reading instruction older students are able to improve their reading skills that most children learn at an early age
Those students who have already suffered through years of humiliation & discouragement are able to experience school success
Further research is needed to determine if this reading program can produce even a larger gain if delivered over a longer period of time for a greater number of hours
Contact InformationLindamood Phoneme Sequencing (LiPS):800-554-1819; www.lindamoodbell.com
Earobics: -www.enablemart.com/products_detail.asp?id=451
Lexia Learning Systems Reading S.O.S: School Version - 800-435-3942; www.lexialearning.com
Read Naturally:800-788-4085, www.readnaturally.com
Plato: $1,000 – 1 station
American Education Corporation A+dvanced Learning System: 800-34A-PLUS; www.amered.com
Don Johnston’s Start-to-Finish books:800-999-4660; www.donjohnston.com
BHI: Center for Learning & Development
cld@hot.rr.com(254) 751-0922
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