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Using Root Cause Analysis to Drive Intervention for Students with

Reading Concerns

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Murder Myster

y!

A sailor goes into a restaurant. His hands are tanned except for

where a watch and wedding ring once

belonged. He orders albatross, eats one bite which reminds him of something. He goes

outside and kills himself.

Murder Myster

y!

Bob and Carol and Ted and Alice all live in the same house. Bob and

Carol go out to a movie, and when they return,

Alice is lying dead on the floor in a puddle of water

and glass. She has multiple lacerations all

over her body. It is obvious that Ted killed her but Ted is not prosecuted

or severely punished.

Objectives Participants will be able to orally interpret a

body of evidence to determine the root cause of academic deficit in the area of reading using academic vocabulary and

create a treatment plan for intervention.

Simple View of Reading

Reading is the product of decoding (the ability to read words on a page) and language comprehension

(understanding those words).

Printed Word recognition

Language Comprehension

x

Phoneme Awareness

Phonics

Fluency

Vocabulary

Reading Comprehensio

n

2 domains

5 components

Gough and Tumner, 1986; Cain,p 214

Reading: Simple View of Reading as an

algorithm Printed Word Recognition


x =Reading

Comprehension

1 x =0 0

0 x =1 0

.5 x =1 .5

● Background Knowledge● Vocabulary Knowledge● Language Structures● Verbal Reasoning● Literacy Knowledge

● Phonological Awareness● Decoding (and Spelling)● Sight Recognition

SKILLED READING: fluent execution and coordination of word recognition and text comprehension.

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasingly

strategic

Reading is a multifaceted skill, gradually acquired over years of instruction and practice.

Reading: Scarborough's Rope

Simple View of Writing Writing is the product of low level transcription skills and high

level language processing and mental control processes.

Transcription Skills Language Processing

x

handwriting, spelling, grammar

Mental Control

Planning, reviewing and

revising

3 domains

=Written

Composition

Model for Writing Instruction

x x

self-regulation, working memory

Hypothesize the Root Cause

Hint:The root cause is one or more of the

psychological processors that interfere with a child’s ability to read, write, listen, speak,

compute or problem solve OR

they received poor instruction

Reading SLD Number Past Year

2105 Students qualified for a basic reading SLD2286 Students qualified for reading fluency SLD

2102 Students qualified for reading comprehension SLD

Basic Reading Reading Fluency Reading Comp.2000

2050

2100

2150

2200

2250

2300

Analysis of the Data

Root Cause

Problem Solving Process

1. Define the problem

2. Gather data/Eviden

ce

3. Delineate Root Causes

4. Develop Possible Solutions

5. Implement

the intervention

s

6. Evaluate Effectivenes

s

Creativity in Problem Solving

Fluency/naming speed and language comprehension

Phonology and fluency/naming speed

Phonology and language comprehension

All three issues

Subtypes of Reading Concerns

Subtypes of Writing Concerns

Memory Processes

short term

memory

long term

memory

working memory

Automatic Pilot

Self-regulation: revising, employing strategies, setting goals, managing attention, taking perspective of the reader

Higher-level reasoning: finding evidence, judging perspective, synthesizing or elaboration, having a new idea

Writing Processing Model

Planning Translating

Transcribing

context

Letters Sounds

meaning

Phonics

Handwriting Keyboardin

g

Writing

Reviewing

Processing

Speed

Diagnostics

Follow the clues to

hypothesize the processing

disorder

Fishbone diagram is used when….

… a team needs to study a problem/issue to determine the root cause.

… a team wants to study all the possible reasons why a process is beginning to have difficulties, problems, or breakdowns.

… a team needs to identify areas for data collection.

… a team wants to study why a process is not performing properly or producing the designed results.

1) Draw the fishbone diagram

2) List the problem in the head of the fish

3) Label each bone with categories to be studied

4) Identify the factors within each category that maybe affecting the problem

5) Continue until you no longer get useful information

6) Analyze the results

When root cause analysis goes bad

Deep Look at Root Cause

Examples of Assessment Tools to hypothesize processing disorder

Case Study Angie

Case Study

6th Grade at a K-8 School Developed a reading problem

SRI- 498 or 2nd grade levelCSAP Reading of Unsatisfactory

SIT Read Naturally for 2 days a weekGuided Reading Plus for 3 days a week

Progress Monitoring Oral Reading Fluency – no progress after 6

weeks.

SPED GORT- showed she is at the 21%ile

Program Manager Called the program manager and not sure

what to doReview indicated a very poor BOEA BOE was developed

Phonological Awareness (Blevins, Rosner and Words their Way)

Alphabetic Principle (Core Phonics, Words their Way, LETRS Morphological Awareness)

Vocabulary and Comprehension (DRA/SRI and Critchlaw) Fluency (ORF, Fry and RAN)

Rhyme:Oddity Task:Oral Blending:Oral Segmentation:PhonemicManipulation:

Short vowels:Consonant Blends with short vowels:Short vowels, digraphs, and trigraph:R-Controlled vowels:Long vowels spellings: Variant Vowels:Low frequency vowel and consonant spellings Multisyllabic words:

Morphology:

# of Orthographic errors on spelling:

Site Words: Sight Words are spelled correctly

ORF Rate:

ORF Accuracy:

# of phoneme errors on spelling test:

Color naming RAN:

Reading Level: SRI 498 GORT: 21%ile CSAP: Unsatisfactory DPS Benchmark (spring 2011) PP

DRA Level 40 MAZE Passage: 38%ile

Oral Language Vocabulary:

Rosner Auditory Analysis:

Reading Vocabulary:

Total number of seconds

Grade level

>111 < K

111-95 K

94-76 1st grade

75-67 2nd grade

66-64 3rd grade

63-59 4th grade

58-52 5th grade

51-49 6th grade

48-45 7th grade

45-40 8th grade

<40 9th grade +

Phonological Awareness (Blevins, Rosner and Words their Way)

Alphabetic Principle (Core Phonics, Words their Way, LETRS Morphological Awareness)

Vocabulary and Comprehension (DRA/SRI and Critchlaw) Fluency (ORF, Fry and RAN)

Rhyme: 11/12Oddity Task: 12/12 Oral Blending: 12/12Oral Segmentation: 23/24PhonemicManipulation: 12/12

Short vowels: 21/21 Consonant Blends with short vowels: 15/15Short vowels, digraphs, and trigraph: 15/15R-Controlled vowels:13/15Long vowels spellings: 13/15Variant Vowels: 10/15Low frequency vowel and consonant spellings: 8/15 Multisyllabic words: 14/24

Morphology: Structural analysis 1/12Inflectional Morphemes 11/12Derivational Morphemes 0/12

# of Orthographic errors on spelling: 43%

Site Words: San Diego 5th grade level

ORF Rate: 93.8 / 15%ile

# of phoneme errors on spelling test: 57%

Color naming RAN: 6th grade level

Reading Level: SRI 498 GORT: 21%ile CSAP: Unsatisfactory DPS Benchmark (spring 2011) PP

DRA 40 MAZE Passage: 38%ile

Oral Language Vocabulary:

Rosner Auditory Analysis: 1st Grade Leve l

Reading Vocabulary: GORT Fluency: 16%ile 7th Grade Level

5th grade level Executive Function: excellent focus, initiates tasks, can shirt in midstream; no concerns with executive functioning

Reasoning : excellent verbal and non-verbal reasoning

Other: English is first language; no family history of reading problems; older sibling have no issues with academics; engaged family

Is there evidence to

suggest difficulty with

executive functioning?



Language Processing ?


suggest difficulty with reasoning (e.g.

cognitive below SS 85?

Root Causes of Reading Difficulty

Student has the ability to sustain focus when basic skills are

automatic



processing speed?

Student is able to learn through various

methods (mastery, inquiry)

yes

no

1.

2.

3.


suggest problems with phonological processing?


suggest problems with orthographic processing?

yes

no

yes

no

yes

no

yes

noyes

no

Prioritize the concerns 1. ______________________________2. ______________________________3. ______________________________4. ______________________________5. ______________________________6. ______________________________

Executive Functioning Concerns

Reasoning Concerns

Reading Comprehensi

onConcerns

Reading Fluency

Concerns

Basic Reading

Phonological Concern

Basic Reading

Orthographic Concern

Review Process again

Name: ______Angie ________

Basic Reading Phonological Concern

Basic Reading Orthographic Concern

Targeted Normed Assessment

Just the phonological processing subjects not the rapid naming subtests

7%ile

Specially Designed Instruction Treatment

20 minutes daily6 weeks

-phonology drills (5 min daily)-direct instruction in syllable types

and structural analysis (15 min) After initial treatment- 20 min 2x

week-application of syllable types and

morphology using core curriculum vocabulary

As General Education Teachers…

We must pay attention to the cluesand dig a little bit deeper.

Reading Writing Math

Most reading issues are due to lack of mastery of low level skills -phonological awareness and alphabetic skills -poor fluency is mostly due to poor basic skills (teaching them to read faster doesn’t solve the problem)-comprehension is rarely the issue and strong indication of a learning disability (10%) or ELL

Most writing issues are due to lack of mastery of transcription skills (handwriting, keyboarding, spelling and grammar) Second biggest issues is poor mental control -Writing is not simply transcribing what you say

Most math issues are due to lack of number sense and non-verbal processing -concept first then automaticity-If reasoning is in place then not a problem with problem solving






x

Phoneme Awareness

Phonics

Fluency

Vocabulary


n

2 domains

5 components


Intervention

CCSSCollege and Career Ready

Read closely for details and make inferences; find evidence in the text

Identify ideas and summarize

Analyze ideas, people and events develop over the course of the text

Interpret words and phrases

Analyze text structures Assesses

point of view

Integrate and evaluate content

Evaluate arguments and claims

Analyze themes between two or more text

Read and comprehend complex literary and informational texts independently and proficiently.

Work backwards to 8th grade Knowledge

of conventions of English grammar

Knowledge of conventions of English mechanics

Determines meaning of unknown

multi-meaning words

Interprets Figurative Language

Increases Vocabulary

What needs to be in place to before you can teach these

skills?

We read with our brain!

Occipital LobeWernicke’s Area

Broca’s Area Angular Gyrus

Processing Model for Word Recognition

Context Processor

Orthographic Processor

Phonological Processor

Meaning Processor

writing outputlanguage output reading input

speechsound system

letter memory

Phonics

language input

Skip phonics do

spelling!

How we teach spelling

https://vimeo.com/57935735

https://vimeo.com/57935735

Meaningful Homework?

Make a list of spelling homework tasks commonly assigned in school. e.g. write the word ten times, use in a sentence, etc. Sort into the instructional spelling approaches. What pattern do you see?

Whole Word

Spelling

Phonetic Spelling

Morphemic Spelling

Spelling Words- how do I pick the

words?

Based on their stage of spelling development that follow a pattern for discovery

Words their Way Spelling Inventory

Follow the prescribed curriculum based on a strong sequence of spelling instruction

Writing Road to Reading, Spectrum Spelling, Just Words

Do Not…. -use the words that they spelled wrong from their writings – unless they are a part of a pattern of words -sight words- unless they are one or two trick words that are taught by whole word spelling -vocabulary words- vocabulary words are to teach word meaning-words they don’t know the meaning of (the problem with Spellography is that most of the words are unknown to urban school children

Writing to Read I. HAVE STUDENTS WRITE ABOUT THE TEXTS THEY READ. 1. Respond to a Text in Writing ES=.772. Write Summaries of a Text ES= .523. Write Notes About a Text ES= .474. Answer Questions About a Text in

Writing, or Create and Answer Written Questions About a Text ES=.27

II. TEACH STUDENTS THE WRITING SKILLS AND PROCESSES THAT GO INTO CREATING TEXT.5. Teach the Process of Writing, Text

Structures for Writing, Paragraph or Sentence Construction Skills ES= .18 to .27

6. Teach Spelling and Sentence Construction Skills ES= .79

7. Teach Spelling Skills ES=.68II. INCREASE HOW MUCH STUDENTS WRITE ES=.30

Graham & Hebert (2012)

(sentences)(words)syllables

onset-rimephonemes

1:1digraphstrigraphs

vowel teamsblends

word familiesinflections

syllable typesroots/affixesword origin

Orthography (Contributed by Carol Tolman, used with permission)

Phonological Awareness

Scope and Sequence of Word Level Reading Instruction

Pre-k-k

K-1 grade

K-2 grade

K-3 grade

1-3 grade

1-3 grade

2-12 grade

2-12 grade

Emergent

Letter name

Within Word Pattern

Syllable and Affixes

Derivational Relations

Synthetic vs Analytical

Synthetic Analytical

- direct instruction of the sounds

- taught in a systematic manner

- each one building on the next

- discovery based instruction of the sounds

- taught in the context of meaningful tasks

- each one building on the next

CH- sort these ch spellings; what is their language or

origin chauffer

chalkcharactermachine

chairchaletcheek

chestnutchagrin

cholesterolchateauchlorophylllunchchaoschaseschoolchapstick

chuckcachechemicalchlorine

Speech to Print Workbook, L Moats

Greek

Latin

French

Anglo-Saxon

Analytical

Silent E- six reasons in English

Example

cakehavechancelittlehouseare

The e makes the vowel say its nameEnglish words do not end in the letter VThe e lets the c say /s/ or g say /g/Every syllable must have one vowel; final stableIndicates that this is not a plural

No job…historical spelling

Spelling Words aim

todaygray

mayor awaybraingrainstray

explaindrain

make sure they have meaning around the words

Synthetic

Listen and Look for the pattern

aimtodaygray

mayor awaybraingrainstray

explaindrain

aim

today

gray

mayor

away

brain

grain

stray

explain

drain

What is the one sound that all these words have?

/ā/

I am going to circle 5 of these words. What do all five of these words have in common?

ai spelling for /ā/

What is the position of the ai spelling in the words? beginning, middle or end?

beginning &middle but never

the end!

Analytical






x

Phoneme Awareness

Phonics

Fluency

Vocabulary


n

2 domains

5 components


Intervention

Work backwards to 8th grade Cite

evidence from text;

draw inference from text

Identify central idea and analyze

the developmen

t

Evaluate arguments

and determine if

sound reasoning is

present

Compare and

contrast text;

identify contradictio

ns Connections

What needs to be in place to before you can teach these

skills?

Figure 2.1: The RAND Model,

Factors Influencing Comprehension

p. 18

Influence of the Text

Text

• Clarity of words• Precision of words that express underlying ideas• Text cohesion• Genre• Layout of text• Reader “friendliness”• Readability

The Task

TaskTask

Reading for what purpose?

Is choice involved or not?

Limited or unlimited time?

Consequences for reading?

Presence of support and instruction?

.

The Reader

Reader• Decoding skills• Experience• Interests • Motivation• Reasoning ability

p. 23

In What Context Does Reading Occur?

Context

• Community/cultural norms• Peer group habits• Family literacy

The “Surface Code”

Refers to literal word and phrase meanings in a sentence.

“A pack of wolves roamed the valley.”

• What would the reader know at the surface level?

– Who roamed the valley?– Where did the wolves roam?– What did the wolves do?

The Text Base

The underlying meanings that the words refer to.

“A pack of wolves roamed the valley.”

• What are the underlying meanings in the text base?

– Groups of 6–12 large, canine, wild animals– Have a social structure– Wander freely

A Reader’s Goal: Mental Model

p. 24

Goal:Mental Model

Long Term

Memory

Text Base (meaning behind words)

Surface Code(words, sentences)

Working Memory

Three Ways Children Build Word Knowledge

1. Incidental encounters with words, most likely through reading and/or in a “rich-

language” environment2. Direct, planned, explicit teaching of

selected words3. Fostering of word consciousness that

enables students to learn words on their own






x

Phoneme Awareness

Phonics

Fluency

Vocabulary


n

2 domains

5 components


Intervention

filiopietistic Say, echo, listen,

correct, define

and put in

sentence

fil e

Closed Syllable

Open Syllable

FILIOPIETISTIC reverence of forebears or tradition, especially if carried to excess

i o pi tis tic

Open Syllable Open Syllable SchwaClosed Syllable Closed

Syllable

filiopietistic

Latin Roots Filio means brotherly

Piet means piety -istic noun related to a verb- becomes an adjective

FILIOPIETISTIC

filiopietistic The popular historical narratives of the many immigrant groups may indeed be filiopietistic in the exaggerated and often shrilly made claims for their important contributions to the making of the country of their choice. -- Orm Øverland, immigrant Minds, American Identities

In a filiopietistic age it would be difficult to find a more filiopietistic man — toward his own father, the founders, and the past generally — than Edward Everett.

-- Paul A. Varg, Edward Evertt: The Intellectual in the Turmoil of Politics

filiopietistic with your shoulder partner, create a

highly visual sentence using the word filiopietistic

Many of our oldest words, given to English from Anglo-Saxon, have undergone the most changes in meaning

over time.run (Anglo-Saxon)

Multiple Meanings

RUN

175 meanings

to run about in the park.

The horse ran second.

to run in huge shoals.

The car ran along the highway.

The ship ran aground.

This bus runs between New Haven and Hartford.

A rope runs in a pulley. Let the water run before you drink it.

Your work runs from fair to bad. Wax ran down the burning candle.

The ball struck the green and ran seven feet past the hole.

The dyes in this fabric are guaranteed not to run in washing.

How does your new watch run?

Structural Analysis and Word Origin

Latin – and classical Greek – are as vital to beginning vocabulary development as phonics is to reading. Just as phonics helps children figure out what words are, Latin and Greek help them figure out what words mean.

- Joegil Lundquist

centum

HundredCent- one hundredth of a dollarCentury- a set of one hundredCenturion- Roman Military office over 100 menCentimeter- one hundredth of a meterCentennial- a hundred-year celebration or anniversaryPercent- a number of parts in every hundredCentipede- one hundred footed ‘bug’Centigrade- temperature scale with one hundred degrees between freezing and boiling

pathos

logos

a

metron

anti

syn

tele

etic

•PATHETIC•PATHOLOGY•PATHOMETER•APATHY•ANTIPATHY•SYMPATHY•TELEPATHY

NRP…

7 Comprehension Strategies

Comprehension Monitoring Cooperative Learning

Graphic/Semantic organizers Questioning /Answering Questioning the Author

Summarization Mental Imagery

Willingham’s Analysis of the NRPStrategy instruction can be effective.

Strategies that have not been studied thoroughly may still be of some benefit … results are

inconclusive.

Brief instruction may be sufficient; amount of practice needed will vary.

Instruction in strategies is most effective for grades 3 or 4 and beyond.

(Willingham, 2006–07)

p. 73

Multiple Strategies Guided Reading

Reciprocal TeachingCollaborative Strategic Reading

Reciprocal Teaching

Predict Question

Clarify Summarize

3 levels of CSRModeling- ‘think alouds”

Facilitation and coaching

Independent






x

Phoneme Awareness

Phonics

Fluency

Vocabulary


n

2 domains

5 components


Intervention

Reading fluency is not just about reading fast!

p. 8

It is also about accuracy.

Provide direct instruction and feedback

Teach sound/spelling correspondence, high-

utility words and syllabication strategies

and a large core of sight words.

Have students practice reading new or difficult words prior to reading

text

Time students’ reading occasionally

Include oral recitations lessons.

Teach students about “smooshing” the words

together

Explain the return-sweep eye movement

Teach about eye-voice span

Find alternatives to round-robin reading

Teach appropriate phrasing and intonation

Conduct 2-minute drills to under-line or located

a word

Motivate students to read using incentives, charting and rewards.

Provide reader support

Reading aloud simultaneously

with a partner or small group

Echo reading

Readers Theatre

Choral Reading

Paired repeated reading

Books on Tape

Use repeated readings of one text

Child reads passage at instructional level• reading is timed

Teacher provides feedback• word errors• Expression

Child re-reads the same passage • graphs the progress

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