WHAT ARE EARLY INTERVENTION PROGRAMS AND WHAT ARE THEIR KEY COMPONENTS?

Benedictine University 1Unless stated otherwise the content of this section is based on Chapter 14 – Gunning, T.G. (2010) Assessing and Correcting Reading and Writing Difficulties. Boston, MA.: Pearson, Education, Inc.

Early Intervention Programs

• Reading Recovery• Early Intervention in Reading (EIR)• Early Steps• Road to Reading• Success for All• Volunteer Tutoring Programs

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Key Components of Early Intervention Programs

• According to Leslie and Allen (1999), the following components impact the effectiveness of early intervention programs:– Number of rimes introduced– The amount of reading that students do at home– The level of parental involvement in the students’ at-

home reading

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Model Program for Early Intervention

Individual Activity:• In Assessing and Correcting Reading and Writing Difficulties,

elements of a model program for early intervention are listed on page 501 – 503 • You will be assigned one of these elements, and you will create

a visual representation for use as a reminder to ensure that this element is included in the intervention program.– Use pages 501-503 in Assessing and Correcting Reading and

Writing Difficulties•We will be building a class collage for the elements of a model

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Setting Up a Structure…

• The following is a suggested routine for an intervention program:– Rereading of a familiar book (5 minutes)– Word study during which a new pattern, initial

consonant, or other element is presented (5-10 minutes)

– Introduction and reading of a new book (10 minutes)– Writing a sentence (5 minutes)– Taking a book home to read independently

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HOW CAN YOU COMPARE AND CONTRAST SPECIALIZED

TECHNIQUES FOR TEACHING READING?

Benedictine University 6Unless stated otherwise the content of this section is based on Chapter 14 – Gunning, T.G. (2010) Assessing and Correcting Reading and Writing Difficulties. Boston, MA.: Pearson, Education, Inc.

Specialized Training Techniques for Reading

• About 1 in 100 low achieving readers has such severe difficulties that he/she will need highly specialized programs to learn to read

• The VAKT and Orton Gillingham programs are Tier III interventions and should only be used in severe cases

• Both programs have been the basis for many other successful programs

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VAKT Overview• VAKT is a Visual-Auditory-Kinesthetic-Tactile

tracing technique – An adaptation of the Fernald tracing technique

• VAKT is the word-learning component of the Language Experience Approach method– Most words are therefore learned in a

writing context

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When to use VAKT:• If a student is very slow to learn printed words, and

even after learning them seems to quickly forget words

• Students must be able to:– See– Hear– Speak– Ability to move hands

• Students should know most of their letters• Students should have some phonological awareness

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Introductory Stage of VAKT• Set up a positive environment• Sit next to the student, on the side of their dominant hand• Explain the technique to the student• Invite the student to suggest a word he/she would like to learn• Steps:

1. Ask student the beginning letter of the word and how many parts (syllables) it has

2. Look up the word in the dictionary3. Write the word on 4x12 inch paper4. Underline the syllables5. Trace the word for the student until he/she feels comfortable

tracing it6. Have the student trace the word until he/she can write it from

memory

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Keeping Records• Keep records of:– # of times a word was demonstrated– # of times a word was accurately traced– # of times a word was partially traced– # of incorrect/correct writings from memory

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Stage 1 of VAKT• Steps remain the same EXCEPT the words are

no longer chosen by the student, but instead are words needed for their writing

• The steps become the following:– Student dictates a story– Teacher writes the story– Teacher dictates story back to student – Student uses VAKT for any unknown words

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Stage 2 of VAKT• Students no longer trace words• Students study words are written on a 4x6

card by the teacher

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Stage 3 of VAKT• Students use the dictionary to locate words,

rather than the teacher-written copy to learn new words

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Orton Gillingham Approach• Highly structured, skill and drill phonics technique• After learning 9 consonants and a vowel, students begin

spelling words• Procedure:

– Teacher says a word– Student repeats it– Student names its letters– Student writes each letter as he says it – Student reads the word

• Click on the link below to learn more about the Orton Gillingham Approach:– http://www.orton-gillingham.com/

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Venn DiagramVENN Diagram Partner Activity:• Read about the Orton-Gillingham approach on

pages 512-513 in Assessing and Corrective Reading and Writing Difficulties

• Compare the Orton-Gillinham to the VAKT approach

• Work with a partner or small group to complete a Venn Diagram that compares these two tier III programs

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Other Orton Based Programs

• Wilson Reading System – Highly-structured program for students in Grades 3 and up, who have decoding

problems.

– A typical lesson:

• Card drill

• A new pattern or card is introduced

• Quick drill

• Review or teach how to spell the element introduced

• Dictation of the words, sounds, and sentences

• Students read a passage designed specifically to reinforce the patterns taught so far.

• Teacher reads a literature selection to build background knowledge and vocabulary

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• Recipe for Reading• Slingerland• Alphabetic Phonics• Project Read• Starting Over• The Spaulding Method• Lindamood Bell Program

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Other Orton Based Programs

WHAT ARE STRATEGIES FOR WORKING WITH OLDER STRUGGLING READERS

(TEENS/ADULTS)?

Benedictine University 19Unless stated otherwise the content of this section is based on Chapter 14 – Gunning, T.G. (2010) Assessing and Correcting Reading and Writing Difficulties. Boston, MA.: Pearson, Education, Inc.

Older Learners• Use a holistic approach• Use real life materials• Do not use children’s picture books or a basal series• Consider using the Language Experience Approach• Provide students with audio texts when available• Use the Directed Listening and Thinking Activity

(DLTA) with textbooks • Involve collaboration when possible

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Secondary Reading Program for Struggling Readers Should Include:

• Systematic instruction in learning strategies – Facilitated by language arts or English teacher or reading

specialist– Strategies could include summarizing, note-taking, outlining, and SQ3R

• Embedded instruction in learning strategies in all content areas– Facilitated by content teachers, using strategies appropriate for their

content• Strategic tutoring

– For students who are significantly below grade level, who may be still struggling with decoding skills and fluency

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WHAT ARE STRATEGIES FOR WORKING WITH ENGLISH

LANGUAGE LEARNERS?

Benedictine University 22Unless stated otherwise the content of this section is based on Chapter 14 – Gunning, T.G. (2010) Assessing and Correcting Reading and Writing Difficulties. Boston, MA.: Pearson, Education, Inc.

ELL Students• Whenever possible, initial reading instruction should

be done in a student’s native language• Literacy instruction should wait until some

reasonable level of oral proficiency has been achieved

• Conversational English proficiency is obtained in 2 years, academic English takes 5 to 7 years

• Focus on content – not form – during instruction• Choose materials that are at the student’s reading

and interest levels and are culturally relevant, when possible

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Special Comprehension Strategies for ELL students

• Find cognates for words– Carnivorous is similar to carnivoro

• Activate prior knowledge in both languages• Translate text into native language when

struggling• Reflect on passages in native language• Use texts with predictable language and pictures• Use texts with some of the students’native

languages

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