Teaching all students to read in Florida: Issues at the school and
classroom level
Dr. Joseph K. TorgesenDr. Joseph K. TorgesenFlorida State University and Florida State University and
Florida Center for Reading ResearchFlorida Center for Reading Research
NCTT Seminar Series, Tarpon Springs, April, 2006NCTT Seminar Series, Tarpon Springs, April, 2006
First ReaderFirst ReaderBy Billy CollinsBy Billy Collins
I can see them standing politely on the wide pages that I was still learning to I can see them standing politely on the wide pages that I was still learning to turn, Jane in a blue jumper, Dick with his crayon-brown hair, playing with a ball turn, Jane in a blue jumper, Dick with his crayon-brown hair, playing with a ball or exploring the cosmos of the backyard, unaware they are the first characters, or exploring the cosmos of the backyard, unaware they are the first characters, the boy and girl who begin fiction.the boy and girl who begin fiction.
Beyond the simple illustrations of their neighborhood, the other protagonists Beyond the simple illustrations of their neighborhood, the other protagonists were waiting in a huddle: frightening Heathcliff, frightened Pip, Nick Adams were waiting in a huddle: frightening Heathcliff, frightened Pip, Nick Adams carrying a fishing rod, Emma Bovary riding into Rouen.carrying a fishing rod, Emma Bovary riding into Rouen.
But I would read about the perfect boy and his sister even before I would read But I would read about the perfect boy and his sister even before I would read about Adam and Eve, garden and gate, and before I heard the name Gutenberg, about Adam and Eve, garden and gate, and before I heard the name Gutenberg, the type of their simple talk was moving into my focusing eyes.the type of their simple talk was moving into my focusing eyes.
It was always Saturday and he and she were always pointing at something It was always Saturday and he and she were always pointing at something and shouting, “Look!” pointing at the dog, the bicycle, or at their father as and shouting, “Look!” pointing at the dog, the bicycle, or at their father as he pushed a hand mower over the lawn, waving at aproned mother framed he pushed a hand mower over the lawn, waving at aproned mother framed in the kitchen doorway, pointing toward the sky, pointing at each other.in the kitchen doorway, pointing toward the sky, pointing at each other.
They wanted us to look but we had looked already and seen the shaded They wanted us to look but we had looked already and seen the shaded lawn, the wagon, the postman. We had seen the dog, walked, watered and lawn, the wagon, the postman. We had seen the dog, walked, watered and fed the animal, and now it was time to discover the infinite, clicking fed the animal, and now it was time to discover the infinite, clicking permutations of the alphabet’s small and capital letters. Alphabetical permutations of the alphabet’s small and capital letters. Alphabetical ourselves in the rows of classroom desks, we were forgetting how to look, ourselves in the rows of classroom desks, we were forgetting how to look, learning how to read.learning how to read.
Florida’s improvement on the 4Florida’s improvement on the 4thth grade grade NAEP since 1998NAEP since 1998
Improvements since 1998 on the NAEPImprovements since 1998 on the NAEP
198200202204206208210212214216218220
1998 2005
FloridaNation
Florida’s improvement 4Florida’s improvement 4thth Grade FCAT Grade FCAT since 2001since 2001
0
10
20
30
40
50
60
70
80
Grade level Level 1
20012002200320042005
mandatory retention
Percent of students at grade level or Percent of students at grade level or above from grades 3 through 10 in 2005above from grades 3 through 10 in 2005
0
10
20
30
40
50
60
70
80
3 4 5 6 7 8 9 10
67677171
6666
56565353
4444
36363232
215,000
179,000
Comparison of Performance on FCAT and Comparison of Performance on FCAT and NAEP at 4NAEP at 4thth and 8 and 8thth Grades Grades
0
10
20
30
40
50
60
70
80
4th 8th
FCAT GL oraboveNAEP basic andabove
71716565
4444
6666
A study of the Florida A study of the Florida Comprehensive Assessment Test Comprehensive Assessment Test (FCAT) at grades 3, 7, and 10(FCAT) at grades 3, 7, and 10
What types of reading and What types of reading and language/knowledge factors are most language/knowledge factors are most important for good performance on the FCAT important for good performance on the FCAT at grades 3, 7, and 10at grades 3, 7, and 10
What reading and language/knowledge factors What reading and language/knowledge factors are most deficient in students who perform are most deficient in students who perform below grade level on the FCAT?below grade level on the FCAT?
The FCAT has some important characteristicsThe FCAT has some important characteristics
It was specifically created to place high It was specifically created to place high demands on vocabulary and demands on vocabulary and reasoning/inferential skillsreasoning/inferential skills
““FCAT demands an in-depth understanding FCAT demands an in-depth understanding and application of information that is not and application of information that is not typical of most standardized tests.” typical of most standardized tests.” ((Lessons Lessons LearnedLearned, 2002), 2002)Design specifications call for “application of Design specifications call for “application of skills in cognitively challenging situations.”skills in cognitively challenging situations.”
Proportion of questions requiring “higher Proportion of questions requiring “higher order” thinking skills increases from 30% in order” thinking skills increases from 30% in grade three to 70% in grade 10grade three to 70% in grade 10
The FCAT may also place special demands on The FCAT may also place special demands on reading fluency, as opposed to “labored reading fluency, as opposed to “labored accuracy”accuracy”
Passage length at different levelsPassage length at different levels
33rdrd grade – 325 words grade – 325 words
77thth grade – 816 words grade – 816 words
1010thth grade – 1008 words grade – 1008 words
The FCAT has some important characteristicsThe FCAT has some important characteristics
How the study was conducted:How the study was conducted:
Gave 2 hour battery of language, reading, Gave 2 hour battery of language, reading, nonverbal reasoning, and memory tests to nonverbal reasoning, and memory tests to approximately 200 children in each grade (3approximately 200 children in each grade (3rdrd, , 77thth, and 10, and 10th)th) at 3 locations in the state at 3 locations in the state
LanguageLanguage – – Wisc Vocab and SimilaritiesWisc Vocab and Similarities Listening comprehension with FCAT Listening comprehension with FCAT
passagepassageReadingReading– – Oral reading fluency, TOWRE, Gray Oral Oral reading fluency, TOWRE, Gray Oral Reading Test Reading Test
NV ReasoningNV Reasoning – – Wisc Matrix Reasoning, Block Wisc Matrix Reasoning, Block DesignDesign Working MemoryWorking Memory– – Listening span, Reading SpanListening span, Reading Span
Individually
10
20
30
40
FluencyVerbal
Per
cent
of
varia
nce
acco
unte
d fo
rP
erce
nt o
f va
rianc
e ac
coun
ted
for
50
55
47
60
23
Non Verbal Memory
12
3rd Grade
What skills are particularly deficient in What skills are particularly deficient in level 1 and level 2 readers in 3level 1 and level 2 readers in 3rdrd grade? grade?
FCAT Performance LevelFCAT Performance Level
11 22 33 44 55
Skill/abilitySkill/ability
WPM on FCATWPM on FCAT
Fluency percentileFluency percentile
Phonemic decodingPhonemic decoding
Verbal knowledge/ Verbal knowledge/ reasoningreasoning
5454 9292 102102 119119 148148
66thth 3232thth 56 56thth 7878thth 93 93rdrd
2525thth 4545thth 59 59thth 7474thth 91 91stst
4242ndnd 5959thth 72 72ndnd 9191stst 98 98thth
Individually
10
20
30
40
FluencyVerbal
Per
cent
of
varia
nce
acco
unte
d fo
rP
erce
nt o
f va
rianc
e ac
coun
ted
for
50
60Non Verbal
Memory
43
51
22
5
7th Grade
What skills are particularly deficient in What skills are particularly deficient in level 1 and level 2 readers at 7level 1 and level 2 readers at 7thth grade? grade?
FCAT Performance LevelFCAT Performance Level
11 22 33 44 55
Skill/abilitySkill/ability
WPM on FCATWPM on FCAT
Fluency percentileFluency percentile
Phonemic decodingPhonemic decoding
Verbal knowledge/ Verbal knowledge/ reasoningreasoning
8888 113113 122122 144144 156156
77thth 2525thth 45 45thth 8282thth 95 95thth
2727thth 5353rdrd 53 53rdrd 7474thth 84 84thth
3434thth 4545thth 64 64thth 8888thth 93 93rdrd
Individually
10
20
30
40
FluencyVerbal
Per
cent
of
varia
nce
acco
unte
d fo
rP
erce
nt o
f va
rianc
e ac
coun
ted
for
50
60Non Verbal
Memory
32
52
28
5
10th Grade
What skills are particularly deficient in level 1 and level 2 readers at 10th grade?
FCAT Performance Level
1 2 3 4 5
Skill/ability
Fluency percentile
Phonemic decoding
Verbal knowledge/ reasoning
8th 30th 68th 87th 93rd
18th 27th 45th 56th 72nd
30th 60th 66th 84th 89th
WPM on FCAT 130 154 175 184 199
A central problem in reading A central problem in reading instruction arises, not from the instruction arises, not from the absoluteabsolute level of children’s level of children’s preparation for learning to read, preparation for learning to read, but from the but from the diversitydiversity in their in their levels of preparationlevels of preparation(Olson, 1998)(Olson, 1998)
Our challenges in reading instruction are Our challenges in reading instruction are the same in Florida as most other places in the same in Florida as most other places in the country—perhaps a bit more than somethe country—perhaps a bit more than some
What are the most important ways What are the most important ways children are diverse-when it comes to children are diverse-when it comes to learning to read?learning to read?
1. They are diverse in their talent and their 1. They are diverse in their talent and their preparation for learning to read words preparation for learning to read words accurately and fluentlyaccurately and fluently
100
50th
85
16th
70
2nd
130
98th
115
84th
Standard Scores
Percentile Ranks
Children can be strong in this talent-like my grandson Andrew
The language abilities required for learning to read words are normally distributed in the
population
100
50th
85
16th
70
2nd
130
98th
115
84th
Standard Scores
Percentile Ranks
Children can be moderately weak in this talent-like David
The language abilities required for learning to read words are normally distributed in the
population
David
What are the most important ways What are the most important ways children are diverse-when it comes to children are diverse-when it comes to learning to read?learning to read?
1. They are diverse in their talent and their 1. They are diverse in their talent and their preparation for learning to read words preparation for learning to read words accurately and fluentlyaccurately and fluently
2. They are diverse in their oral language 2. They are diverse in their oral language knowledge and abilities-vocabulary and knowledge and abilities-vocabulary and world knowledgeworld knowledge
3. They are diverse in their abilities to manage 3. They are diverse in their abilities to manage their learning behaviors and their motivation their learning behaviors and their motivation to apply them selves to learning to readto apply them selves to learning to read
The challenge of diversity in talent and The challenge of diversity in talent and preparation for learning to readpreparation for learning to read
11 100100
3030 7070
Diversity in talent and Diversity in talent and preparationpreparation
Diversity of educational Diversity of educational responseresponse
3030 7070
The challenge of diversity in talent and The challenge of diversity in talent and preparation for learning to readpreparation for learning to read
11 100100
Diversity in talent and Diversity in talent and preparationpreparation
Diversity of educational Diversity of educational responseresponse
11 100100
Interventions and differentiated instruction in the classroom
What are the What are the key ingredientskey ingredients at the at the classroom and school level needed to classroom and school level needed to prevent reading difficulties in young prevent reading difficulties in young
children?children?
1. Increase the quality, consistency, and 1. Increase the quality, consistency, and reachreach of instruction in every K-3 classroomof instruction in every K-3 classroom
2. Conduct timely and valid assessments of 2. Conduct timely and valid assessments of reading growth to identify struggling readersreading growth to identify struggling readers
3. Provide more intensive interventions to 3. Provide more intensive interventions to “catch up” the struggling readers“catch up” the struggling readers
The prevention of reading difficulties is a The prevention of reading difficulties is a school-level challengeschool-level challenge
A model for preventing reading failure in A model for preventing reading failure in grades K-3: The big Ideasgrades K-3: The big Ideas
1. Increase the quality, consistency, and 1. Increase the quality, consistency, and reachreach of instruction in every K-3 classroomof instruction in every K-3 classroom
If lots of students in the school are at risk, the If lots of students in the school are at risk, the first level of interventionfirst level of intervention is spending is spending more timemore time and and improving qualityimproving quality of initial instruction- of initial instruction-everyone gets this – everyone gets this –
The The intervention continuumintervention continuum begins with differentiated begins with differentiated instruction offered by the classroom teacher during the instruction offered by the classroom teacher during the 90 minute block90 minute block
90 minute block is an 90 minute block is an interventionintervention
The The continuum of instructional powercontinuum of instructional power within the model for preventing reading within the model for preventing reading failurefailure
120 minute block is a stronger 120 minute block is a stronger interventionintervention
A common structure for the total time A common structure for the total time spent teaching reading spent teaching reading
Initial, systematic, explicit instruction in Initial, systematic, explicit instruction in essential skills and knowledge – 30-60 essential skills and knowledge – 30-60 minutes minutes
Differentiated instruction in small groups Differentiated instruction in small groups targeted to the needs of individual students – targeted to the needs of individual students – 60-90 minutes60-90 minutes
To the extent time for this is increased, and To the extent time for this is increased, and instruction is more powerful, it is an “intervention instruction is more powerful, it is an “intervention for the whole group” for the whole group”
This is the beginning of intervention continuum (time This is the beginning of intervention continuum (time and focus and power) based on and focus and power) based on individualindividual student student need need
Classroom organization should be Classroom organization should be related to teaching objectivesrelated to teaching objectives
Classroom Organization: Learning Classroom Organization: Learning Centers for differentiated groupsCenters for differentiated groups
• Teacher-Led CenterTeacher-Led Center- Small group instructionSmall group instruction
• Teaching “on purpose”Teaching “on purpose”• Careful observation of individual studentsCareful observation of individual students• Addresses particular individual needsAddresses particular individual needs• Opportunities for responsive scaffoldingOpportunities for responsive scaffolding
• Student CentersStudent Centers
- Academically engaged- Academically engaged
- Accountability- Accountability
- Group, Pair, Cooperative, Individual- Group, Pair, Cooperative, Individual
Differentiated instruction in small groupsDifferentiated instruction in small groups
Classroom Organization: Learning Classroom Organization: Learning Centers for differentiated groupsCenters for differentiated groups
Points of vulnerability with this systemPoints of vulnerability with this system
Students waste time at independent learning Students waste time at independent learning centers because they are not engaged and centers because they are not engaged and centers are not focused and leveled properlycenters are not focused and leveled properly
Effective independent student learning activities…Effective independent student learning activities…
Classroom Organization: Learning Classroom Organization: Learning Centers for differentiated groupsCenters for differentiated groups
Points of vulnerability with this systemPoints of vulnerability with this system
Students waste time at independent learning Students waste time at independent learning centers because they are not engaged and centers because they are not engaged and centers are not focused and leveled properlycenters are not focused and leveled properly
To download up to 240 independent student To download up to 240 independent student learning activities for K-1 classrooms, go tolearning activities for K-1 classrooms, go to
http://www.fcrr.org/activities/
Can also download instructions on classroom management Can also download instructions on classroom management during small group instruction, and soon, up to 70 minutes during small group instruction, and soon, up to 70 minutes of video trainingof video training
TIER II InterventionsTIER II Interventions
Tier II is almost always given Tier II is almost always given in small groupsin small groups
TIER I
TIER III
TIER IITIER II
Tier II should always Tier II should always increase the increase the intensityintensity of of instructioninstruction
The Logic of Instructional IntensityThe Logic of Instructional Intensity
If a child performs below grade level targets on a If a child performs below grade level targets on a screening or progress monitoring measure, they are screening or progress monitoring measure, they are already substantially behind in required already substantially behind in required development.development.
To achieve the grade level standard by the end of the To achieve the grade level standard by the end of the year, these students must learn critical skills year, these students must learn critical skills fasterfaster than their grade level classmatesthan their grade level classmates
Sept Dec Feb May
Screening or Progress monitoring assessment in 2nd Grade
16
32
64
48
80
96
Co
rre
ct w
ord
s p
er m
inu
te
Expected Progress
Sept Dec Feb May
Screening or Progress monitoring assessment
16
32
64
48
80
96
Co
rre
ct w
ord
s p
er m
inu
te
Expected Progress
The Logic of Instructional IntensityThe Logic of Instructional Intensity
If a child performs below grade level targets on a If a child performs below grade level targets on a screening or progress monitoring measure, they are screening or progress monitoring measure, they are already substantially behind in required already substantially behind in required development.development.
To achieve the grade level standard by the end of the To achieve the grade level standard by the end of the year, these students must learn critical skills year, these students must learn critical skills fasterfaster than their grade level classmatesthan their grade level classmates
The most direct way to increase learning rate is by The most direct way to increase learning rate is by increasing the number of positive, or successful, increasing the number of positive, or successful, instructional interactions (pii) per school day. instructional interactions (pii) per school day.
What is a Positive Instructional Interaction (Pii)What is a Positive Instructional Interaction (Pii)
Teacher explains a concept clearly at the right level, Teacher explains a concept clearly at the right level, and the child is actually attending-processing the and the child is actually attending-processing the informationinformation
Teacher models a correct response and the child Teacher models a correct response and the child attends to the modelattends to the model
Teacher corrects students error in a way that Teacher corrects students error in a way that increases the chance for the student to respond increases the chance for the student to respond correctly the next timecorrectly the next time
Teacher reinforces a correct response in way that Teacher reinforces a correct response in way that increases probability child will respond correctly on increases probability child will respond correctly on future occasionsfuture occasions
The Goal of Increased Instructional IntensityThe Goal of Increased Instructional Intensity
““School based preventive School based preventive efforts should be engineered efforts should be engineered to maintain growth in to maintain growth in critical word reading skills at critical word reading skills at roughly normal levels roughly normal levels throughout the elementary throughout the elementary school period”school period”(Torgesen, 1998)(Torgesen, 1998)
There are serious consequences that follow from getting a slow start in learning to read….
Poor readers get less reading practice from the beginning of first grade
90
80
70
60
50
40
30
20
10
Good Average Poor
October January April
Mean words read by each child in reading sessions at three points in the year
Biemiller, 1977-78
TIER II InterventionsTIER II Interventions
Tier II is almost always given Tier II is almost always given in small groupsin small groups
TIER I
TIER III
TIER IITIER II
Tier II should always Tier II should always increase the intensity of increase the intensity of instructioninstruction
Tier II must be precisely Tier II must be precisely targeted at the right level on targeted at the right level on student’s most critical student’s most critical learning needslearning needs
Tier II must increase the Tier II must increase the explicitness of instructionexplicitness of instruction
Explicit Instruction
• Nothing is left to chance; all skills are taught directly..
• Student practice activities are carefully guided with “instructive” error correction
• Practice activities are carefully engineered to produce mastery
• Development of critical skills is carefully monitored-instruction is focused on mastery.
An Example of an An Example of an Effective Effective
IntervententionInterventention
Design of StudyDesign of Study
1. Most “at risk” first graders from five elementary school—1. Most “at risk” first graders from five elementary school—PPVT above 70PPVT above 70
2.Instruction provided in 45 min. sessions every day from 2.Instruction provided in 45 min. sessions every day from October through May in groups of 3 or 5 by October through May in groups of 3 or 5 by experienced teachers or well-trained paraprofessionalsexperienced teachers or well-trained paraprofessionals
3. Used a structured (scripted) reading program that 3. Used a structured (scripted) reading program that contained instruction and practice in phonemic contained instruction and practice in phonemic awareness, phonics, fluency, and comprehensionawareness, phonics, fluency, and comprehension
4. Used a number of methods to achieve fidelity of 4. Used a number of methods to achieve fidelity of implementationimplementation
3 days of initial training3 days of initial trainingWeekly supervisory visitsWeekly supervisory visits
Monthly inservice (3 hours)Monthly inservice (3 hours)
Work on phonemic awarenessWork on phonemic awareness
Blending sounds into wordsBlending sounds into words
Directly building sight recognition of high utility wordsDirectly building sight recognition of high utility words
Reading text…Reading text…
Comprehension-story grammar…Comprehension-story grammar…
30
70 75th
50th
25th
October January May
Nati
on
al
Perc
en
tile
Growth in Word Reading Ability
Oct Nov Dec Jan Feb Mar Apr May
Growth in Correct Words Per Minute on First Grade Level Passages
T3 T5 P3 P5
60
55
50
45
40
35
30
25
20
15
10
58.155.952.456.6
Comprehension on SAT9 = 50th percentile
Tier II interventions across Tier II interventions across the grade levelsthe grade levels
Kindergarten – 20 minutes, small group, push inKindergarten – 20 minutes, small group, push in
First grade – 30-45 minutes, small group, push in or First grade – 30-45 minutes, small group, push in or additional instruction outside the blockadditional instruction outside the block
One important way toOne important way to enhance the enhance the power of instruction during the 90 minute power of instruction during the 90 minute block is to have some of the small group block is to have some of the small group instruction provided by another teacher instruction provided by another teacher or paraprofessionalor paraprofessional
Classroom teacher and group of 7
Independent Learning Activity (5)
Independent Learning Activity (6)
Resource teacher and group of 4
Tier II interventions across Tier II interventions across the grade levelsthe grade levels
Kindergarten – 20 minutes, small group, push inKindergarten – 20 minutes, small group, push in
First grade – 30-45 minutes, small group, push in or First grade – 30-45 minutes, small group, push in or additional instruction outside the blockadditional instruction outside the block
22ndnd and 3 and 3rdrd Grade – an “intervention” core, smaller Grade – an “intervention” core, smaller class for 90 minutes—”walk and read”class for 90 minutes—”walk and read”
2-3 grades –30-45 minutes , small group, push in 2-3 grades –30-45 minutes , small group, push in plus plus another 30-45 minutes outside of reading blockanother 30-45 minutes outside of reading block
oror
Four Second Grade Classes
Intervention teacher
22 22 22 22
1525 24 24
Orderly movement between classes
Possible schedule for a 90 minute Possible schedule for a 90 minute intervention class in 2intervention class in 2ndnd and 3 and 3rdrd
gradegrade2 teachers -- 30 minute 2 teachers -- 30 minute rotatonsrotatonsGroup of 5 – decoding and fluency- low, mid, Group of 5 – decoding and fluency- low, mid, hihiGroup of 5 – fluency,comp, vocab – Group of 5 – fluency,comp, vocab – low,mid,hilow,mid,hi
Group of 5 – technology-learning centerGroup of 5 – technology-learning center
Sept Dec Feb May
Screening or Progress monitoring assessment
16
32
64
48
80
96
Co
rre
ct w
ord
s p
er m
inu
te
Expected Progress
TIER III: Intensive interventionTIER III: Intensive intervention
Tier III is intensive, Tier III is intensive, strategic, instruction strategic, instruction specifically designed specifically designed and customized small-and customized small-group or 1:1 reading group or 1:1 reading instruction that is instruction that is extended beyond the extended beyond the time allocated for Tier I time allocated for Tier I and Tier II.and Tier II.
TIER III
TIER III
What are the critical elements of What are the critical elements of effective interventions?effective interventions?
Ways that instruction must be made more powerful for students “at-risk” for reading difficulties.
More instructional time
More powerful instruction involves:
Smaller instructional groups
More precisely targeted at right level
What are the critical elements of What are the critical elements of effective interventions?effective interventions?
Ways that instruction must be made more powerful for students “at-risk” for reading difficulties.
More instructional time
More powerful instruction involves:
Smaller instructional groups
Clearer and more detailed explanations
More systematic instructional sequences
More extensive opportunities for guided practice
More opportunities for error correction and feedback
More precisely targeted at right level
resources
skill
Another resource for teachers and Another resource for teachers and schools to improve differentiated schools to improve differentiated instruction and interventions:instruction and interventions:
To find objective, teacher-written reviews of To find objective, teacher-written reviews of commercially available intervention programs and commercially available intervention programs and materials, go to: materials, go to: http://www.fcrr.org/FCRRReports/
About 70 supplemental/intervention program reviews About 70 supplemental/intervention program reviews are availableare available
What about interventions for older students?What about interventions for older students?
1. We have many students with reading disabilities 1. We have many students with reading disabilities in late elementary, middle and high school right in late elementary, middle and high school right now, who did not receive the benefit of powerful now, who did not receive the benefit of powerful preventive instruction and continue to struggle with preventive instruction and continue to struggle with basic skills…basic skills…
2. Many students with reading disabilities need 2. Many students with reading disabilities need continued support for the development of more continued support for the development of more advanced reading skills as they encounter advanced reading skills as they encounter increasingly complex text in middle and high increasingly complex text in middle and high school ….school ….
There are really two problems to address…There are really two problems to address…
A comprehensive model for reading A comprehensive model for reading instruction in late elementary, instruction in late elementary,
middle, and high schoolmiddle, and high school
1. Intensive Reading Classes for struggling readers– 1. Intensive Reading Classes for struggling readers– taught by reading specialiststaught by reading specialists
2. More effective instruction in content knowledge 2. More effective instruction in content knowledge and understanding-made accessible for weaker and understanding-made accessible for weaker readersreaders3. Content teachers provide instruction that 3. Content teachers provide instruction that helps students improve their skills in how to helps students improve their skills in how to learn from reading –learn from reading –reading strategiesreading strategies
4. Ongoing formative assessments as well as 4. Ongoing formative assessments as well as end of year outcome assessmentsend of year outcome assessments
http://smarttogether.org/clc/index.htmlhttp://smarttogether.org/clc/index.html
What is currently known about What is currently known about the effects of intensive remedial the effects of intensive remedial interventions for older students interventions for older students with with seriousserious reading difficulties reading difficulties
Change in Reading Skill for Children with Reading Disabilities who Experience Growth in Reading of .04 Standard
Deviations a Year
0
20
40
60
80
100
120
Grade Level
Sta
nd
ard
Sco
re i
n
Rea
din
g AverageReadersDisabledReaders
70 71.8
Hanushek, Cain, & Rivkin, 1998
A study of intensive, highly skilled intervention with A study of intensive, highly skilled intervention with 60 children who had severe reading disabilities60 children who had severe reading disabilities
Children were between 8 and 10 years of ageChildren were between 8 and 10 years of age
Had been receiving special education services for an average of Had been receiving special education services for an average of 16 months16 monthsNominated as worst readers: at least 1.5 S.D’s below grade levelNominated as worst readers: at least 1.5 S.D’s below grade level
Average Word Attack=69, Word Identification=69, Verbal IQ=93Average Word Attack=69, Word Identification=69, Verbal IQ=93
Randomly assigned to two instructional conditions that both Randomly assigned to two instructional conditions that both taught “phonics” explicitly, but used different procedures with taught “phonics” explicitly, but used different procedures with different emphasisdifferent emphasisChildren in both conditions received 67.5 hours of one-on-one Children in both conditions received 67.5 hours of one-on-one instruction, 2 hours a day for 8 weeksinstruction, 2 hours a day for 8 weeks
Children were followed for two years after the intervention was Children were followed for two years after the intervention was completedcompleted
Time x Activity Analyses for the Two Intervention Approaches
Phonemic Awareness andPhonemic Decoding
Sight Word Instruction
Reading or writing connected text
LIPS EP
5% 50%
10% 30%
85% 20%
Torgesen, J.K., Alexander, A. W., Wagner, R.K., Rashotte, C.A., Voeller, K., Conway, T. & Rose, E. (2001). Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches. Journal of Learning Disabilities, 34, 33-58.
Interval in Months Between Measurements
P-Pretest Pre Post 1 year 2 year
75
80
85
90
95
LIPS
EP
Growth in Total Reading Skill Before, During, and Following Intensive Intervention
Sta
ndar
d S
core
Growth in phonemic decoding during intervention & follow-up
60
70
80
100
Pretest posttest 1 year 2 years
Sta
nd
ard
S
core
90
LIPS
EP
Growth in text reading accuracy during intervention & follow-up
60
70
80
100
Pretest posttest 1 year 2 years
Sta
nd
ard
S
core
90LIPS
EP
Growth in comprehension during intervention & follow-up
60
70
80
100
Pretest posttest 1 year 2 years
Sta
nd
ard
S
core
90
LIPSEP
Growth in fluency during intervention & follow-up
60
70
80
100
Pretest posttest 1 year 2 years
Sta
nd
ard
S
core
90
LIPSEP
Oral Reading Fluency was much improved on passages for which level of difficulty remained constantAbsolute change in rate from pretest to 2-year follow-up.Most difficult passage
Prestest -- 38 WPM, 10 errors
Posttest -- 101 WMP, 2 errors
Next most difficult passage
Pretest -- 42 WPM, 6 errors
Posttest -- 104 WPM, 1 error
Disparity in outcomes for rate vs. accuracy in five remediation studies
70
80
90
100
Sta
nd
ard
Sco
r e
2nd 2nd 10th 10th Prev. 1 Prev.2
Accuracy
Rate
Beginning level of Word Identification Skill
The challenge of fluent The challenge of fluent reading at grade level:reading at grade level:
It depends critically on being able to It depends critically on being able to recognize most of the words in the passage recognize most of the words in the passage at a single glanceat a single glance
In other words…In other words…
To read grade level passages fluently, a To read grade level passages fluently, a student must be able to recognize most of student must be able to recognize most of the words “by sight”the words “by sight”
These are iNTirEStinG and cHallinGinG times for anyone whose pRoFEshuNle responsibilities are rEelaTed in any way to liTiRucY outcomes among school children. For, in spite of all our new NaWLEGe about reading and reading iNstRukshun, there is a wide-spread concern that public EdgUkAshuN is not as eFfEktIve as it shood be in tEecHiNg all children to read.
The report of the National Research Council pointed out that these concerns about literacy derive not from declining levels of literacy in our schools but rather from recognition that the demands for high levels of literacy are rapidly accelerating in our society.
Projected growth in “sight vocabulary” of normal readers and struggling readers before and after
remediation
Normal
InterventionSiz
e o
f “s
igh
t voca
bu
lary
Grade in School
1 2 3 4 5 6 7
Poor
2nd Year follow-up
Alexis….Alexis….
Conclusions about Conclusions about interventions with older interventions with older students:students:We know how to do much better in We know how to do much better in remediating reading difficulties in older remediating reading difficulties in older students than we are frequently doing in our students than we are frequently doing in our schools.schools.
However, we do not yet have research However, we do not yet have research demonstrations of all the conditions that demonstrations of all the conditions that need to be in place to completely close the need to be in place to completely close the reading gap for older students after they reading gap for older students after they have struggled in reading for several years.have struggled in reading for several years.
A final concluding thought….A final concluding thought….
There is no question but that providing the There is no question but that providing the right kind of interventions for students who right kind of interventions for students who need them is a very difficult challenge…need them is a very difficult challenge…
It will involve professional development for It will involve professional development for teachers, school reorganization, careful teachers, school reorganization, careful assessments, and a relentless focus on the assessments, and a relentless focus on the individual needs of every child…individual needs of every child…
But, its not the most difficult thing we could But, its not the most difficult thing we could be faced with…be faced with…
Consider this task for example…Consider this task for example…