Module 4: Unit 3, Session 1

MODULE 4: TIERED INSTRUCTION

Adolescent Literacy – Professional DevelopmentUnit 3, Session 1

Module 4: Unit 3, Session 1

CHOOSING THE BEST INTERVENTION FOR YOUR STUDENTS

4.3.1

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Session Overview

Unit 3, Session 1 Questions:What should your approach to literacy intervention

include?How do you evaluate the programs & tools that exist to

assist in intervention?Unit 3, Session 1 Objectives:

Understand how to choose effective literacy interventions

Be exposed to existing literacy programs that can assist students with specific deficits

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Warm-Up: Student Literacy Assessment

Complete the questionnaire to decide which literacy skills are weakest for your students.

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Intervention Decisions

Use of a prescribed program with fidelity to prescribed instruction?

ORFlexible use of a prescribed program’s resources

in correlation with teacher-generated materials?OR

Unique, individualized teacher-generated materials?

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Selecting a Literacy Program

Consider 4 elements:1. Program’s target audience: Does it focus on

struggling readers? Adolescents?2. Strength of literacy focus: Does its vision

match the goals of your TI plan?3. Resources: Are there adequate instructional &

assessment materials for teacher & student?4. Research-base: Is there evidence to support

reliability?

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Evaluating Literacy Programs

Does the program offer the school…Clear goals and benchmarks?Professional development opportunities?Assessment tools?Motivation to read?Technology components?Cross-curricular application?Flexibility of use?

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Discussion: Available Programs

What resources, materials, and/or programs already exist within the school building to aid literacy interventions?

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What is Decoding?

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Decoding Strategies

Knowledge of individual phonemesCombination of phonemes to make soundsPhonetic patternsSyllable types Syllable blendingIrregular patternsPrefixes, suffixes, endings, and roots

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Decoding Program Examples

Lindamood-Bell: Phonemic & orthographic awarenessIntensive, one-on-one or groupAssessment-drivenPrint & web resourcesProfessional development opportunitiesSignificant research base

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What is Fluency?

Reading orally with… Appropriate speedPronunciation accuracyProper expression

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Fluency Strategies

Provide corrective feedback through…Modeling readingRepeated readingPartner readingReader’s theaterRecorded reading

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Examples of Fluency Program

Read Right:1978, basis in neurologySmall group modeling & practice oral reading900+ book library & student management

systemsAssessment & progress monitoring tools Intensive teacher training offeredFrequently replicated, rarely externally studied

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What is Comprehension?

The ability to discern meaning from textStated or implied…

Main ideasDetailsPurposeAudience

Increasingly important at the secondary level because of the demands of content curriculum.

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Comprehension StrategiesEffective pre-readingLearning & applying background knowledgeAssessing text structureAnswering questionsTaking active reading notesSummarizingVisualizing a textCreating questionsCritical thinking & analysis

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Example of Comprehension Program

Disciplinary Literacy: Professional development program devised by the Institute for Learning at the University of PittsburghHow to read/think in each disciplineRigorous teacher training courseAdministrative guidance skillsDirect application to lesson plansNo packaged student materialsNo research base

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What is Vocabulary?

Knowing the definitions of words that are essential to the comprehension of a text.

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Vocabulary Strategies

Prefixes, suffixes, endings, and rootsContext cluesMemorization through repetitive practiceVisualizationEtymologyApplication to content

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Example of Vocabulary Program

Vocabulary Improvement Program: Devised for Spanish ELLs, but applied to all studentsText-based 18-week curriculumContext clues, morphology, cognatesBooks & assessment toolsAvailable Professional Development, but

thorough manual is enoughSeveral positive longitudinal studies

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Program Summary

Many programs address several areas of literacy at once

Program choice depends on student need & school plan

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Important Considerations

Level of reading independenceAreas of greater deficitAge/maturity level of studentInterests (as related to reading

motivation)

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Wrap-Up

Things to Remember:Literacy interventions should address reading

holistically, but focus on areas of student weakness.

Evaluate and research programs before deciding on which one to implement.

Keep student needs in mind when choosing programs.

Be flexible and patient.

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Wrap-Up Activity

Use the evaluation of literacy programs in Shanahan (2005) to examine one program and evaluate its effectiveness for the student indentified in the warm-up activity.

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For Next Time

Keep in mind…The student whose profile you used during

the warm-up activityThe program you evaluated during the

wrap-up activityEvaluate how effective the program

would be for this student.

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ReferencesBoardman, A. G., Roberts, G., Vaughn, S., Wexler, J., Murray, C. S., & Kosanovich, M. (2008). Effective

instruction for adolescent struggling readers: A practice brief. Portsmouth, NH: RMC Research Corporation, Center on Instruction.

Denton, C, Bryan, D, Wexler, J, Reed, D, & Vaughn, S. (2007). Effective instruction for middle school students with reading difficulties: The reading teacher’s sourcebook. University of Texas System/Texas Education Agency.

Kamil, M. L., Borman, G. D., Dole, J., Kral, C. C., Salinger, T., and Torgesen, J. (2008). Improving adolescent literacy: Effective classroom and intervention practices: A Practice Guide (NCEE #2008-4027). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc.

Shanahan, C. (2005). Adolescent literacy intervention programs: Chart and program review guide. Retrieved from http://www.learningpt.org/literacy/adolescent/intervention.pdf

Slavin, R.E., Cheung, A., Groff, C., & Lake, C. (2008). Effective reading programs for middle and high schools: A best evidence synthesis. Reading Research Quarterly, 43, 3, 290322. www.bestevidence.org/word/mhs_read_Feb_2008_RRQ.pdf