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Rachel German Mar. 13, 2013 INTERVENTION REVIEW: READING IN K-2.

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Presentation on theme: "Rachel German Mar. 13, 2013 INTERVENTION REVIEW: READING IN K-2."— Presentation transcript:

1 Rachel German Mar. 13, 2013 INTERVENTION REVIEW: READING IN K-2

2  Extensive amount of empirically-supported interventions  Reading  Early intervention  4 major focus areas  Alphabetics  Reading achievement  Reading comprehension  Reading fluency OVERVIEW OF INTERVENTIONS (US Department of Education, n.d.)

3  Effective interventions don’t have to be expensive  Gains can be seen from early interventions through at least 2 nd grade  4 essential elements of effective early interventions:  Phonological awareness, decoding, & word study  Guided and independent reading  Writing exercises  Practicing comprehension strategies during reading  Group size and frequency are important considerations OVERVIEW OF INTERVENTIONS (Scammacca et al., 2007)

4  Phonics-based early reading for K-2  Program materials include handbooks, lessons, books, sound cards, manuals, etc.  $89.95 for Kindergarten  $ for First/Second Grade  One-on-one tutoring session  Theories:  Phonics-based  Early intervention  Individualized instruction  Combination of individual oral reading and specific instruction on target areas of need SOUND PARTNERS: OVERVIEW (Cambium Learning Store, 2013a)

5  High-need  Significantly struggling in reading  Needs more structured/individualized attention  Maybe with ADHD SOUND PARTNERS: CHARACTERISTICS OF TARGET GROUP

6  30-minute sessions 4x per week  Sessions consist of 4-8 short activities  Change throughout intervention  Instruction includes:  Letter-sound correspondences  Phoneme blending  Decoding and encoding phonetically regular words  Reading irregular high-frequency words  Last 15 minutes per session: oral reading practice  Progress Monitoring:  Tests given every 10 lessons SOUND PARTNERS: IMPLEMENTATION (What Works Clearinghouse, 2010, p. 2)

7  Individualized  Intensive  Single tutor  30 minute sessions 4x per week  Tier II or Tier III  Depending on school system structure SOUND PARTNERS AND RTI

8 SOUND PARTNERS: EMPIRICAL SUPPORT (What Works Clearinghouse, 2010)  Review of 7 studies  442 students  Grades K-1

9  Peer-tutoring program for grades 1-8  Designed for any content area  Sold by Cambium Learning as “Together We Can”  Program materials include book with reproducible & dry-erase posters  $61.96  Class-wide or small-group/partners  Also a computer version  Theories:  Teaching as a form of learning  Shared responsibility  Interactive, fun, and competitive CLASSWIDE PEER TUTORING: OVERVIEW (Cambium Learning Store, 2013a)

10  All students in class  Can pair low-achieving students with high-achieving students  Or high with high and low with low  Teacher can structure lessons depending on class demeanor, environment, personality, etc. CWPT: CHARACTERISTICS OF TARGET GROUP

11  30-minute sessions per day  20 minutes for tutoring  10 minutes for material preparation  Every Monday:  Students paired up into partners  One partner assigned to Team A, one partner assigned to Team B  Throughout the week:  Partners tutor and test each other  Partners reward points for correct answers  Progress Monitoring (every Friday):  Students individually tested on previous week’s material  Students individually pre-tested on next week’s material CWPT: IMPLEMENTATION (What Works Clearinghouse, 2007, p. 1- 2)

12  Group-based  Interactive  Tier I or Tier Ii  Easy to implement and provides fun learning environment CWPT AND RTI

13 CWPT: EMPIRICAL SUPPORT (What Works Clearinghouse, 2007)  Review of 1 study for early literacy  Consisted of 416 students

14  Used 416 first-grade students from original study  303 remained  Divided into three groups:  High-risk/low SES treatment group  Received CWPT in reading (and math) from grades 1-4  High-risk/low SES control group  Non-risk/high SES index group  Even after two years with no treatment/intervention:  High-risk treatment group were 31% higher than control group  No difference seen between non-risk index group & treatment group CWPT: LONGITUDINAL EFFECTS (Greenwood, Terry, Utley, Montagna, & Walker, 1993)

15 Cambium Learning Store: Sopris Learning. (2013). Sound partners. Retrieved from Cambium Learning Store: Sopris Learning. (2013). Together we can. Retrieved from Greenwood, C. R., Terry, B., Utley, C.A., Montagna, D., & Walker, D. (1993) Achievement placement and services: Middle school benefits of ClassWide Peer Tutoring used at the elementary school. School Psychology Review, 22(3), Scammacca, N., Vaughn, S., Roberts., G., Wanzek, J., & Torgesen, J. K. (2007). Extensive reading interventions in grades K-3. Retrieved from US Department of Education: Institute of Education Sciences. (n.d.). What works clearinghouse. Retrieved from What Works Clearinghouse. (2007). WWC intervention report: ClassWide peer tutoring. Retrieved from What Works Clearinghouse. (2010). WWC intervention report: Sound partners. Retrieved from REFERENCES


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