Presentation is loading. Please wait.

Presentation is loading. Please wait.

1 Kentucky Reading First Summer Institute 2004 Interventions for Struggling Readers This publication is based on K-2 Teacher Reading Academies, ©2002 University.

Similar presentations


Presentation on theme: "1 Kentucky Reading First Summer Institute 2004 Interventions for Struggling Readers This publication is based on K-2 Teacher Reading Academies, ©2002 University."— Presentation transcript:

1 1 Kentucky Reading First Summer Institute 2004 Interventions for Struggling Readers This publication is based on K-2 Teacher Reading Academies, ©2002 University of Texas System and the Texas Education Agency, which has been reprinted and modified with their permission.

2 2 Kentucky Reading First Summer Institute 2004 Reading Failure Curriculum Factors  Methodology employed  Teacher effectiveness  Curriculum alignment  Access to the Program of Studies Physical Factors  Visual problems  Neurological limitations  Auditory deficiencies  Speech Issues  Chronic Illness and malnutrition  Dyslexia

3 3 Kentucky Reading First Summer Institute 2004 Reading Failure Personal Factors  Low self concept  Emotional issues Cultural Factors  Home environment  Socio/economic factors  Familial relationships

4 4 Kentucky Reading First Summer Institute 2004 Interventions “The purpose of providing extra instructional time is to help children achieve levels of literacy that will enable them to be successful through their school careers and beyond.” Scientific Research Interventions for Struggling Readers —Snow, Burns, & Griffin, 1998, p. 247 Additional, targeted, and intensive reading instruction provided to students who continue to struggle with learning to read and write despite conventional instruction Phonemic Awareness Phonics Vocabulary Fluency Comprehension

5 5 Kentucky Reading First Summer Institute 2004 Students who have difficulties in the beginning stages of learning to read often fall further and further behind their peers. There is a 90% chance that a student who has reading problems at the end of lower primary will still be struggling with reading at the end of fourth grade. Early intervention should begin in the first year of primary(K). It is NEVER too late to intervene! Early Interventions When should intervention begin?

6 6 Kentucky Reading First Summer Institute 2004 At the beginning of the school year, you will assess students using a screening and diagnostic measure (DIBELS and GRADE). Continue to use progress monitoring assessment and informal assessment throughout the year to inform instruction and to measure progress. Determining Who Needs Instruction

7 7 Kentucky Reading First Summer Institute 2004 Continually monitor students’ progress and adjust instruction to meet their changing needs Be sure that instruction is explicit, systematic, intensive, supportive, and comprehensive Successful Interventions Be persistent...

8 8 Kentucky Reading First Summer Institute 2004 Provide small group instruction Select instructional materials that are at the appropriate level of difficulty Maximize students’ engagement and participation Includes more repetition and instructional time than regular classroom instruction Intensive Intervention for Struggling Readers To help struggling students:

9 9 Kentucky Reading First Summer Institute 2004 Notice that more instructional time needs to be added for Tuesday, Wednesday, and Friday (25 minutes of daily instruction). Incorporate lessons that build on what students know and are learning on a daily basis. Determine which component of reading needs to be addressed and select an appropriate lesson. Activity

10 10 Kentucky Reading First Summer Institute 2004 Effective Intervention Instruction How does intervention reading instruction differ from regular classroom reading instruction? Provides more instructional time Is explicit, systematic, intensive, and supportive Is Comprehensive

11 11 Kentucky Reading First Summer Institute 2004 Require additional instructional time for explicit and systematic instruction to help them acquire the knowledge and skills to successfully read and write independently Explicit and Systematic Instruction Struggling readers:

12 12 Kentucky Reading First Summer Institute 2004 Activity Explicit Lesson Plans

13 13 Kentucky Reading First Summer Institute 2004 Central Auditory Processing Disorder Central Auditory Processing Disorder (CAPD) occurs when the ear and brain do not coordinate fully. Meaningful information, messages and sounds are often misinterpreted.

14 14 Kentucky Reading First Summer Institute 2004 Twhnkke, tvinjle kitsle ratq. Hov I wnnddr wgat wou zre. Tp aaovd thd woqd sn hifh, Lhke z dizmond im thd skx.

15 15 Kentucky Reading First Summer Institute 2004 Ghoti

16 16 Kentucky Reading First Summer Institute 2004 Little Jack and Jill Horner sat went up in the corner hill eating to fetch his a pail of Christmas pie water. He Jack fell in his thumb down and pulled out a broke his plum crown and said “What Jill came a tumbling good boy am after I.”

17 17 Kentucky Reading First Summer Institute 2004 Technology Supports FM System Read & Write Gold Captioned Texts Software and Commercial Reading Programs

18 18 Kentucky Reading First Summer Institute 2004 Auditory Processing Disorders Earobics teaches skills fundamental to listening, learning and literacy (reading, speaking) Techniques are scientifically-based FastForward addresses oral language, phonological awareness and alphabetic knowledge

19 19 Kentucky Reading First Summer Institute 2004 Variability not Disability It is critical classrooms provide variability to accommodate children whose abilities vary.

20 20 Kentucky Reading First Summer Institute 2004 “Choice is the mechanism for accommodation. When children choose their activities within a structured environment, they are able to choose tasks consistent with their abilities and interests. Thus there is no need for them to be disabled. Rather than view children as capable or disabled, workshop classrooms assume that children are different, that each child is unique and has unique interests and abilities, and that differences are normal.” (Roller)

21 21 Kentucky Reading First Summer Institute 2004 Program Connections Intervention for Struggling Readers

22 22 Kentucky Reading First Summer Institute 2004 “While there are no easy answers or quick solutions for optimizing reading achievement, an extensive knowledge base now exists to show us the skills children must learn in order to read well. These skills provide the basis for sound curriculum decisions and instructional approaches that can help prevent the predictable consequences of early reading failure.” Optimizing Reading Achievement —National Institute for Literacy (NIFL), 2001, p. ii

23 Limited English Proficient Students This publication is based on K - 2 Teacher Reading Academy, ©2002 University of Texas System and the Texas Education Agency, which has been reprinted and modified with their permission.

24 24 Kentucky Reading First Summer Institute 2004 Limited English Proficient Students Come from a non-English language background or Were born in the United States, but have language in the home other than English AND As a result of the above, have sufficient difficulty speaking, reading, writing or understanding the English language

25 25 Kentucky Reading First Summer Institute 2004 Native Languages in Kentucky The languages spoken by more than one percent of the Limited English Proficient student population: Spanish approx. 54% Japanese approx. 6% Serbo-Croatian approx. 5% Bosnian approx. 5% Vietnamese approx. 5% Arabic approx. 3% Chinese approx. 3% Korean approx. 3% Albanian approx. 2% school year

26 26 Kentucky Reading First Summer Institute 2004 Students acquire language within a variety of cultural and linguistic settings and in the context of their homes and communities. Acquiring Language

27 27 Kentucky Reading First Summer Institute 2004 Limited English Proficient Students Principles of Second Language Acquisition

28 28 Kentucky Reading First Summer Institute 2004 ESL Pop Quiz-True or False 1. Children have acquired a second language when they can speak it. Myth #4 Answer: False

29 29 Kentucky Reading First Summer Institute 2004 Social vs. Academic Language BICS – Social Conversation – playground, cashier, neighbor Opportunities to clarify: facial expressions, hand gestures, etc. Anglo-Saxon word origins CALP – Academic Textbooks and instruction Limited situational context Latin/Greek origins

30 30 Kentucky Reading First Summer Institute 2004 ESL Pop Quiz-True or False 2. English Language Learners (ELLs) only need a year of intensive English instruction to function without assistance in a regular classroom. Myth #4 Answer: False

31 31 Kentucky Reading First Summer Institute 2004 How long will it take? BICS can be acquired in 1 – 2 years (Collier, 1997) CALP often takes 5 – 10 years (Collier, 1997)

32 32 Kentucky Reading First Summer Institute 2004 ESL Pop Quiz-True or False 3. Younger students learn English much faster than older students. Myth #2 Answer: False

33 33 Kentucky Reading First Summer Institute 2004 Role of Cognitive Development More advanced cognitive development of older child makes that child a better language learner Performance expectations in upper grades makes the gap between 10 yr. old ELL and native speaker greater 5 year old ELL might catch up to native English speaker more rapidly, but does not learn language more rapidly

34 34 Kentucky Reading First Summer Institute 2004 ESL Pop Quiz-True or False 4. Students who are literate in their first language will learn to read and write English more quickly than those with limited literacy. Answer: True

35 35 Kentucky Reading First Summer Institute 2004 Factors that affect language acquisition Student’s proficiency in first language (L1) Student’s literacy level in L1 Cognitive ability – learning disabilities proportional to the mainstream population Education background prior to arrival in U.S.

36 36 Kentucky Reading First Summer Institute 2004 More Factors… Social and emotional factors (e.g. trauma, refugee status, community perceptions) Stephen Krashen’s Affective Filter Controls how much input the learner converts to intake Controls rate of development, not the route

37 37 Kentucky Reading First Summer Institute 2004 More Factors… Appropriateness of instruction – content goals & language goals Scaffolding language Making content comprehensible

38 38 Kentucky Reading First Summer Institute 2004 ESL Pop Quiz-True or False 5. It is important for a teacher to know the English proficiency levels in speaking, reading, and writing of each of their students. Answer: True

39 39 Kentucky Reading First Summer Institute 2004 Zone of Proximal Development Moving the children from what they can already do, to what they can do with a little help For teachers, it is scaffolding

40 40 Kentucky Reading First Summer Institute 2004 Have high expectations for learning and achievement Facilitate the development of essential language, reading, and writing skills at the students’ levels of proficiency in English Create an instructional program that meets students’ needs Use comprehensible and meaningful language during instruction Develop literacy through instruction that builds on language, listening comprehension, print concepts, and the alphabetic principle Effective Instruction for Limited English Proficient Students

41 41 Kentucky Reading First Summer Institute 2004 Provide meaningful opportunities to use English and interact with English- speaking peers Use graphic organizers, charts, objects, manipulative materials, and other visual organizers Recognize and value the different discourse (speaking) patterns across cultures Effective Instruction for Limited English Proficient Students (cont.)

42 42 Kentucky Reading First Summer Institute 2004 Limited English Proficient students are doing twice the cognitive work of native speakers because they are acquiring new reading and writing concepts and skills and at the same time attending to the sounds, meanings, and structures of a new language. Remember...

43 43 Kentucky Reading First Summer Institute 2004 The Reading First Summer Institute challenges teachers to consider research-based evidence of “what works” to make decisions about the content and structure of reading instruction for all of their students. To ensure that every child becomes a successful reader, teachers need to consider each child’s background, language, needs, and abilities as they design instruction. Every Child: A Successful Reader

44 44 Kentucky Reading First Summer Institute 2004 Questions? Marti Kinny LEP/Title III Consultant Kentucky Department of Education

45 Designing Effective Lessons This publication is based on K-2 Teacher Reading Academies, ©2002 University of Texas System and the Texas Education Agency, which has been reprinted and modified with their permission.

46 46 Kentucky Reading First Summer Institute 2004 Incorporates what you have learned about effective literacy and reading instruction for lower primary students: Oral Language and Vocabulary Development Phonological and Phonemic Awareness Alphabetic Understanding and Phonics Beginning Spelling and writing Book Knowledge Listening Comprehension Designing Effective Lessons...

47 47 Kentucky Reading First Summer Institute 2004 Incorporates what you have learned about effective reading instruction for primary students as well: Phonemic Awareness Phonics and Word Study Fluency Vocabulary Comprehension Designing Effective Lessons...

48 48 Kentucky Reading First Summer Institute 2004 Consider the following: Which components of effective reading instruction does this lesson/activity address? How can you enhance the lesson’s/activity’s effectiveness for all students, especially for struggling readers? How can you use flexible small groups to increase the impact of instruction? Well-planned instruction includes the components of effective reading instruction that are arranged in an order of increasing complexity, NOT a series of fragmented activities. Designing Effective Lessons

49 49 Kentucky Reading First Summer Institute 2004 Turn to one of the lesson planners presented in the Teacher’s Edition and select one of the Institute topics: Designing Effective Lessons: Selection Fluency Vocabulary Comprehension Listening Comprehension Spelling Writing Oral Language & Vocabulary Development Phonological-Phonemic Awareness Alphabetic Understanding & Phonics Phonics and Word Study Book Knowledge Look at the lessons/instructional activities for one week that address the topic and complete the chart.

50 50 Kentucky Reading First Summer Institute 2004 Evaluate the set of lessons/activities described on the “Designing Effective Lessons: Selection” handout Place a check mark if the element is included Here’s What! So What? And Now What? Designing Effective Lessons: Evaluation

51 51 Kentucky Reading First Summer Institute 2004 Remember...

52 Putting It All Together This publication is based on K-2 Teacher Reading Academies, ©2002 University of Texas System and the Texas Education Agency, which has been reprinted and modified with their permission.

53 53 Kentucky Reading First Summer Institute 2004 Putting It All Together

54 54 Kentucky Reading First Summer Institute 2004 Create a literate environment Present intentional instruction and provide practice Choose text from a variety of materials Link reading and writing activities Create many opportunities for reading Adjust instruction to meet students’ needs Encourage students’ monitoring of understanding Competently manage activities, behaviors, and classroom resources Effective Teachers

55 55 Kentucky Reading First Summer Institute 2004 “Our understanding of ‘what works’ in reading is dynamic and fluid, subject to ongoing review and assessment through quality research.... We encourage all teachers to explore the research, open their minds to changes in their instructional practice, and take up the challenge of helping all children become successful readers.” A Call to Action —National Institute for Literacy, 2001, p. iii


Download ppt "1 Kentucky Reading First Summer Institute 2004 Interventions for Struggling Readers This publication is based on K-2 Teacher Reading Academies, ©2002 University."

Similar presentations


Ads by Google