We think you have liked this presentation. If you wish to download it, please recommend it to your friends in any social system. Share buttons are a little bit lower. Thank you!
Presentation is loading. Please wait.
Published byCaroline Gibson
Modified over 2 years ago
Evidence-Based Emergent Literacy Model for Students with Significant Disabilities 5/5/08 Angel Lee, MEd Linda R. Schreiber, MS, CCC-SLP © 2008 L. Schreiber & A. Lee
Session Overview Background and Research (Project RAISE) Early Literacy Skills Builder Curriculum –Sounds and Symbols Component –Story-Based Lessons Component © 2008 L. Schreiber & A. Lee
Effectiveness of an Early Literacy Curriculum: Early Outcomes Project RAISE –Funded by Institute for Education Science (H324K040004) –Focus is literacy for students with moderate and severe disabilities in grades K-5 –Diane Browder & Claudia Flowers, Co-Investigators Diane M. Browder & Claudia Flowers, Co- Investigators –Fred Spooner, Faculty –Lynn Ahlgrim-Delzell, Candice Meyer, Josh Baker, Research Associates Tracie-Lynn Zakas and Angel Lee, School Liaisons Pam Mims & Kelly Carmola, Trey Willis, Graduate Assistants © 2008 L. Schreiber & A. Lee
Contrast Science of Reading & Focus for Students with Moderate-to-Severe Disabilities National Reading Panel summary (2000) –Phonemic awareness –Phonics –Fluency –Vocabulary –Comprehension Research with students with moderate and severe developmental disabilities –Sight words Rarely measured comprehension of the sight words © 2008 L. Schreiber & A. Lee
Development of a curriculum- –Early Literacy Skills Builder Development of an assessment- –Nonverbal Literacy Assessment Randomized trials comparison of ELSB and sight word approach (5 year study) with students who have autism and intellectual disabilities © 2008 L. Schreiber & A. Lee
Population In grades K-5 Classified as having moderate-to-severe intellectual disabilities or autism with IQ below 55 Adequate hearing and vision to respond to verbal instructions and printed materials Some progress in English instruction if ESL Able to participate in assessment with or without assistive technology Adequate attendance at school © 2008 L. Schreiber & A. Lee
Research Design Group experimental study Randomly assigned students to treatment Pre-/post-testing in September and April/May © 2008 L. Schreiber & A. Lee
Comparison of Treatments Experimental Early Literacy Skills Builder Includes Phonemic Awareness Phonics Listening Comprehension Print Awareness Needs of Nonverbal Learners Control –Sight words and pictures –Edmark –Inclusdes sight word instruction Both –Participation in story reading with systematic instruction (Story-based lessons) © 2008 L. Schreiber & A. Lee
Implementing the ELSB Teachers trained to follow scripted Fidelity: mean 93% Repeated lessons 2, 4, or 10 day cycle Taught to mastery Assessment Measures Moved to next level when 75% correct on lessons Small group or 1:1 © 2008 L. Schreiber & A. Lee
Reference for First-Year Outcomes Browder, D.M., Ahlgrim-Delzell, L., Courtade, G., Gibbs, S.L., & Flowers, C. (in press). Evaluation of the effectiveness of an early literacy program for students with significant developmental disabilities using group randomized trial research. Exceptional Children. Also see for white paperwww.attainmentcompany.com © 2008 L. Schreiber & A. Lee
Early Literacy Skills Builder Two Components I. Building with Sounds and Symbols II. Building with Stories Browder, D.M., Gibbs, S.L., Ahlgrim-Delzell, L., Courtade, G., & Lee, A. (2007). Early Literacy Skills Builder. Verona, WI: Attainment Company. © 2008 L. Schreiber & A. Lee
ELSB Objectives Flashcard Game Students read vocabulary words using time delay, then use words to fill in sentences. Text Pointing Students point to text as teacher reads. Hidden Word Game Students point to the word that completes a repeated story line. © 2008 L. Schreiber & A. Lee
Letter Sounds Students identify letter-sound correspondences. First/Last Sounds Game – Students point to/say first/last sounds in words. Finding Pictures with Special Sounds Students identify pictures that begin with named sounds. © 2008 L. Schreiber & A. Lee
Stretching Words Students point to sounds in words. Finding Pictures Students point to pictures that match segmented words. The Picture Game Students point to pictures representing new vocabulary words. Fun with Writing Students complete one page of their own book. © 2008 L. Schreiber & A. Lee
Level A Objectives Recognize a book from a nonbook Interact with objects related to a book Select own photo or written name Select named photo or word Physically engage with a book and/ or visually attend to a story © 2008 L. Schreiber & A. Lee
Story-Based Lessons in 10 Easy Steps © 2008 L. Schreiber & A. Lee
Steps of Story-Based Lesson 1.Engaged by anticipatory set 2.Identify author/illustrator and title 3.Answer a prediction question 4.Open the book 5.Turn the pages 6.Complete a repeated story line 7.Point to text 8.Pointing to/say vocabulary word(s) 9.Answer comprehension questions 10. Summarize story © 2008 L. Schreiber & A. Lee
Contact Information Linda Schreiber Angel Lee
Welcome to Week 9 of Functional Curriculum Inclusion is an umbrella that keeps us dry when the downpours of life occur." Linda S. Wallace.
All students will receive instruction on state standards with opportunities for instruction in general education The student will receive instruction.
ELA/Literacy K-2 Session 1: Developing Criterion-Based Feedback 1.
Interpreting Data for Effective Instructional Grouping: Early Childhood through First Grade Kimberly Hosford, MS Ed. RTI Specialist/School Psychologist.
Stages of Literacy Development. Literacy begins at birth. Prior to schooling literacy is made possible by providing children with a literacy-rich environment.
W est Virginia Phonological Awareness Project West Virginia Department of Education Office of Special Programs Extended and Early Learning Adapted from.
The Reading Process: It REALLY Is Rocket Science! Presented by: Carla Wilson.
Williamsville’s Title 1 Program… Teachers and Parents Working Together for Children.
Reading Rockets: Toolkit for School Psychologists Acknowledgments: The PowerPoint slides were developed by Barbara Bole Williams, PhD, Rowan University.
1 When DAP Meets GAP Promoting Peaceful Coexistence between Developmentally Appropriate Practice & the Need to Address the Achievement Gap International.
MY SIDEWALKS Overview. Topics Support Organization Placement test Lesson demonstration.
Welcome to Week 2 of Functional Curriculum Updates to Wiki- Textbook available at the MISL on the 3 rd Floor – All links should be working, please let.
Extended GLEs Curriculum and Instruction Whats the connection to curriculum and instruction?
Closing the Achievement Gap: It Takes a Lot More Than the National Reading Panels Big Five Michael L. Shaw Maria May Professor of Literacy Reading Specialist.
Standards-Based IEPs Module 3: Present Levels of Academic Achievement and Functional Performance.
New Jersey Department of Education Dr. Gilda Del Risco Kean University of New Jersey November 18, 2004 Literacy Success for English Language Learners in.
We can read: a reading workshop for parents. FIVE ESSENTIAL SKILLS NEEDED FOR READING 1. Phonological and Phonemic Awareness 2. Phonics 3. Fluency 4.
Kindergarten Read Well Initial Training Part 1 Kelly Pruitt
1 An Introduction to the SIOP Model Sheltered Instruction Observation Protocol.
Language Arts. Big Ideas A good teacher in the state of Texas likes for his/her students to DISCUSS A good teacher in the state of Texas provides opportunities.
Comprehension Instruction Comprehension refers to the process by which the reader constructs or assigns meaning by interacting with the text. Readers have.
West Virginia Department of Education May Why this webinar? To provide additional guidance … To provide additional models … To help you revise your.
Chapter 6: PHONICS Jan Hughes. WHAT Phonics is the instruction of the relationship between letters and the sounds they represent Phonics is the instruction.
National Accessible Reading Assessment Projects PARA Project Overview, Results, Next Steps Martha Thurlow and Deborah Dillon.
New Jersey Department of Education Dr. Gilda Del Risco Kean University of New Jersey December 14, 2004 Literacy Success for English Language Learners in.
CTC Reading Curriculum Overview July 26, CCS EOG Reading Goal Summary Data Grade 3 Goal % (weighted mean % correct) Goal % (weighted.
EVIDENCE-BASED INTERVENTIONS PRESENTED BY: SCHOOL PSYCHOLOGISTS BURKE COUNTY PUBLIC SCHOOLS.
Developing Achievement Standards for Alaskas Alternate Assessment Aran Felix, Program Manager, Alternate Assessment Jeanne Foy, Program Manager, NAEP Department.
Comprehension Part I- Book Knowledge Part II- Reading Comprehension Strategies This publication is based on the Kindergarten Teacher Reading Academy, ©2002.
Title I Teacher Training Module No Child Left Behind Act of 2001.
© 2016 SlidePlayer.com Inc. All rights reserved.