Reading Interventions: When Core Instruction Isn’t Enough

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Featured Guests

Jeanne Wanzek, Ph.D. is an assistant professor at Florida State

University and on the research faculty at the Florida Center for Reading

Research. She is a former special educator and elementary teacher. Ms.

Wanzek conducts research examining effective reading instruction and

intervention for students with reading difficulties and disabilities.

Amanda M. VanDerHeyden, Ph.D. is a private consultant and

researcher who has worked as a researcher, consultant, and national

trainer in a number of school districts and published more than 60

scholarly articles and book chapters related to response to intervention. In

2006, Ms. VanDerHeyden was named to a National Center for Learning

Disabilities advisory panel to provide guidance related to RTI. She co-

authored Essentials of Response to Intervention and also serves as

research advisor to iSTEEP, a web-based data management system.

JEANNE WANZEK F L O R I D A S T A T E U N I V E R S I T Y

F L O R I D A C E N T E R F O R R E A D I N G R E S E A R C H

S C H O O L O F T E A C H E R E D U C A T I O N

Intervening through the Core Reading Instruction

Students with Reading Difficulties

May have:

Difficulty with phonological structure of words Weak phonics skills

Limited sight word reading

Limited practice with text

Weak vocabularies

Low background and concept knowledge

Difficulty monitoring comprehension, applying strategies, making inferences, critically thinking

Require systematic instruction for success

Intervening in the Core

Consider Content

• Student needs

• Instructional needs not adequately addressed currently

• High impact priorities

Consider Delivery

• Features of effective intervention

• Intensifying instruction

Intervening in the Core: Common Problems in Content

• Highest Impact • Blending • Segmenting • Phoneme

• Integrating print

Phonological Awareness

• Letters, sounds, basic decoding • Irregular words • Spelling • Multisyllabic words • Text

Phonics and Word

Recognition

Intervening in the Core: Common Problems in Content (cont’d)

• Opportunities to read text • Goal • Modeling • Repeated reading • Continuous reading • Engagement in text • Best reading, not “fastest”

reading

Fluency

Intervening in the Core: Common Problems in Content(cont’d)

• Concrete • Examples and nonexamples • Meaningful use and

application • Repetition • Relationships and

integration

Vocabulary

Intervening in the Core: Common Problems in Content (cont’d)

• INSTRUCTION • Strategic readers • Narrative and expository • Monitoring comprehension • Building vs. activating background

knowledge • Student generation of questions • Main idea and summarizing

Comprehension

Intervening in the Core: Features

Explicit instruction

• Overtly teaching each step through teacher modeling and many examples

Systematic instruction

• Breaking lessons and activities into sequential, manageable steps that progress from simple to more complex concepts and skills

Ample practice

• Providing many opportunities for students to respond and demonstrate what they are learning

Immediate feedback

• Incorporating feedback (from teacher or peers) during initial instruction and practice

Low Support

Tell students the main idea of a story tells the most important part of the story. Reread “Dinosaurs” together and ask students to tell the main idea of the story.

Enhanced Support

• Tell students the main idea of a story tells the most important part of the story. Tell them the main idea names who or what the story was about and the most important thing that happened to the who or what.

• Model stating the main idea for the story just read, “Dinosaurs”. Jacob is the who or what in the story. The most important thing about Jacob is he learned to cooperate. So, the main idea is, “Jacob learned to cooperate.”

• Let me read you a short story. (Read paragraph about Sarah cooking ham.) Who or what is in this story? (Sarah) What is the most important thing about Sarah? What is the main idea of that story?

• Repeat with other short paragraphs.

Low Support

Vce rule

Tell students:

Words with an e at the end have the long vowel

sound. This word (make) has an e at the end so it

has the long sound a. The word is make. Let’s read

some more words with e at the end. Remember to

say the long vowel sound.

High Support

Vce Rule

• (Students can say name of vowel letters and sound of vowel letters)

• Teach letters that are vowels.

• Teach rule (An e at the end of a word tells us to say the first vowel’s name).

• Teach students to recognize words with e at end.

• Teach students to say correct vowel sound in words with and without e.

• Have students read the word.

Low Support

• Tell students that asking questions about the passage during and after reading will help them check their understanding of the passage

• Have students read the first section of the passage

• Ask students to write questions about the passage that can be answered by reading the passage

• Have students share questions and let others in the class provide the answers

High Support • Tell students that asking questions about the passage during

and after reading will help them check their understanding of the passage

• Read the first section of the passage together • Model creating a question with the answer “right there” in the

passage – Identify information from the text and turn it into a question – Point out that the question can be answered using only information

from the section

• Continue with other sections of the text, modeling several questions for students

• Have students work with a partner, select one section of text read, and generate one question with the answer “right there” in the passage

• Have partners share their question with the group for them to answer. Students also determine if it’s a right there question.

Resources

www.fcrr.org

Instructional Routines

http://www.fcrr.org/assessment/ET/routines/routines.html

Center Activities

http://www.fcrr.org/curriculum/SCAindex.shtm

So the core is okay, what do I

do now? Amanda M. VanDerHeyden

Education Research & Consulting, Inc.

22

Tier 1

Provided to all students

Fidelity to high-quality core curriculum

Learning objectives are clear and paced

Universal screening data are used to identify system targets and to evaluate overall learning progress (mastery of learning objectives, reduction of students at risk)

Teachers consume data

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© Amanda VanDerHeyden, Do Not

Reproduce Without Permission

Tier 1: Screening

3 times per year

More frequently if problems are detected

Consider measures already in place (e.g., DIBELS)

Include reliability checks for the measures and use the data

Can be very efficient. A single 1-min ORF can be sufficient to reach a screening decision.

Purpose: Rule-out gradewide and classwide problems through screening and/or classwide intervention where needed.

Class 1 at Screening

Address System Problems with System Interventions

Usually the higher-level reader, reads (models) first.

Rotating high –level readers helps maintain motivation

The Nuclear Reading Intervention for 1st and 2

nd Grade Students

This intervention is designed to build fluency in reading and increase accuracy.

Requires approximately 7 minutes each day.

Materials Needed: 2 copies of a reading passage that are controlled to reflect

instructional level words, digital timer, and pencil.

Teacher Coach Card (complete these steps every day):

Take out the student’s copy of the reading passage.

MODEL: Read the 60 words of the passage aloud to the student. Read

slower than you normally would and point to the words as you read.

GUIDE PRACTICE: Have the student read the first 60 words of the passage

aloud to you. Instruct the student to use his/her pointer finger to follow the words as he

or she reads. If the student gets stuck on a word for 3 seconds, tell the student the word.

Prompt the student to pronounce words correctly and immediately correct mistakes.

INDEPENDENT PRACTICE: Take out your copy of the reading passage

for scoring.

Set the timer for 1 minute.

Have the student read aloud independently for 1 minute, while you follow

along on a separate copy of the same passage.

Mark errors (see below) as the student reads. When the timer rings, draw a

vertical line after the last word read ( | ).

Count number of words read correctly. Write this number at the top of the

page.

What is a missed word? skipped words, mispronounced words, and words

told to the student after the 3-second hesitation.

Protocols available at no cost from www.gosbr.net

Class 1 at Screening

Class 1: Following 10 Days Intervention

Class 1: Following 15 Days Intervention

If No Class-wide Problem Detected, Go to Tier 2 Assessment

Tier 2

• Supplements core instruction

10-20% of students may require

Students grouped by intervention need (type and level)

Progress monitored weekly

Student groupings adjusted weekly

Small group, some classwide intervention

Ideal for fluency-building interventions

Decision Rule Following Can’t Do/Won’t Do Assessment

Tier 3

• Supplements core and tier 2

Requires a functional assessment of student performance to identify the right intervention for the student

Weekly progress monitoring and troubleshooting of the intervention

Ideal for acquisition interventions and may be combined with fluency-building components

© Amanda VanDerHeyden, Do Not

Reproduce Without Permission

© Amanda VanDerHeyden, Do Not

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Match Instructional Strategy to Learner Competence

Antecedent

Cues, Prompts

Reduced Task Difficulty

Narrowly defined Task

Response

Guided practice

Monitor Accuracy

Consequence

Immediate Feedback

More elaborate Feedback

Repetition Loop

New Skill

Increase Discriminability/ Stimulus Control

Ensure 100% correct responding

Match Instruction to Learner Competence

Antecedent

No Extra or External Cues

Fade Task Difficulty

Response

Monitor Fluency

Consequence

Delayed Corrective Feedback

Performance Contingencies

Goal Setting

Established Skill

Opportunities to Respond; Practice to Mastery

Build Fluency

Match Instruction to Learner Competence

Antecedent

Permit Variation

Range of Task Difficulty

Application

Response

Retention

Application/Generalization

Consequence

Delayed Feedback

Elaborate Feedback on Application

Mastered Skill

Increased range of stimuli

Response Variation- Build response set

Improve Maintenance

To Build Intervention

Examine effect of reduced task difficulty, use of incentives, and brief instruction (modeling and guided practice)

© Amanda VanDerHeyden, Do Not

Reproduce Without Permission 39

In-Class Screening Can’t Do/Won’t Do Model, Guilded Practice, Overcorrection, Repeat Probe

Maze Passage

ORF

Sample Back to lower Grade Level Passages and Check

Cold Reading with Incentives for > 70 wcpm

Model, Guided Practice, Overcorrection, Repeat Probe

Continue sampling back until wcpm is greater than 70. Allow child to finish reading the passage and check comprehension using oral retell and who, what, where, when, why questions.

© Amanda VanDerHeyden, Do Not

Reproduce Without Permission 40

Error Analysis

Child’s performance is slow but accurate on grade level task.

Child can decode unknown words. If no, isolated letter sounds, blends, beginning and ending sounds? Is there a pattern?

Child can read high-frequency words that are non-decodable.

Does child commonly substitute or skip words? Does passage preview and/or phrase drill correct errors?

If child can read fluently (greater than 70 wcpm) then re-administer maze passage by guiding child to read aloud and select the correct maze answer for practice to 13 correct, then re-administer the maze passage. If score is greater than 13, begin intervention using maze materials

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Acquisition Interventions Designed to establish correct responding

Cover, copy, compare; modeling; immediate corrective feedback/guided practice; prompt hierarchies; Incremental Rehearsal

Instructional Skill Interventions Designed to build fluency

Timed trials with reinforcement; goal setting; rapid advancement of task content; delayed feedback/error correction; Task interspersal

Mastery Level Interventions Designed to teach generalization

Guided practice applying learned skill; variation of materials during intervention

Intervention Continuum

© Amanda VanDerHeyden, Do Not

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Child Data used to Select Intervention

Consider logical sequence of skills

Identify target skills

Intervene at the highest skill level possible

If high error rate- emphasize acquisition intervention

If low error rate- emphasize fluency-building intervention

Test the intervention before you deploy it.

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Data Tell us Intervention Failures Should be Rare

Most interventions fail because they are not correctly implemented

Untreated integrity problems become student learning deficits, schoolwide learning problems, and false positive decision errors

Integrity problems affect dose and quality of the treatment (an intervention implemented with fidelity is a functionally different intervention than one implemented inconsistently)

Integrity positively correlated with student learning gains, amount of intervention covered

Even veteran sites require monitoring and follow-up

Troubleshoot Intervention Support Yes No

Was the intervention developed to ensure that it required

minimal classroom time and resources and fit within

daily classroom routines?

Are materials readily available to the teacher?

Was a step-by-step “coach card” provided?

Was the teacher shown how to implement the intervention by a “coach?”

Did the coach observe implementation of the intervention

to ensure that the teacher could use the intervention

correctly and had all needed materials?

Was weekly follow-up support provided to the teacher

after initial training?

Are integrity data graphed to show used correctly?

Is an administrator involved?

From Witt, VanDerHeyden, & Gilbertson, 2004

47

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Amanda VanDerHeyden

amandavande@gmail.com Access protocols at www.gosbr.net

Intervention Programs for Early Learners Teacher-Directed PALS (Paths to Achieving Literacy Success) Headsprout Books for Principals Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement by John Hattie Off Track: When Poor Readers Become "Learning Disabled" by Louise Spear-Swerling and Robert J. Sternberg Evidence-Based Reading Practices for Response to Intervention by Dianne Hager, Janette Klingner, and Sharon Vaughn

For more on our series of Professional Development webinars go to www.edweek.org/go/pdwebinars

www.edweek.org/go/pdwebinars

Gerald Herbert/AP

Reaching All Learners: Tools and Strategies for Teaching Diverse-Needs Students

Changing Mindsets, Motivating Students

Carol Dweck, author of Mindset: The New Science of Success

Feb. 16 @ 2 p.m. ET