A Comprehensive, Multisensory Reading Intervention Program Presenter: Julie Ross Certified Special Educator, Lead S.P.I.R.E. Trainer S.P.I.R.E. ®

CCSS and The Struggling Reader “The Standards set grade-specific standards but do not define the intervention methods or materials necessary to support students who are well below or well above grade-level expectations.” -CCSS for ELA and Literacy in History/Social Studies, Science and Technical Subjects- Introduction, p. 6

Thoughts for the Day 1.We know and fully believe you can improve a child’s reading ability. 2.We need to accept responsibility for student’s progress in reading and written work. 3.We constantly work at mastering reading instruction. 4.We must stay true to the child’s needs.

5. We need to be consistent and methodical in teaching reading. 6. We need to frequently progress monitor student’s reading ability to assure forward movement. 7. We need to be only a few steps ahead of the student. 8. We need to have patience; allow the correct amount of teaching time and reinforcements for the student to achieve success.

Research

Available Research Limited information about the CCSS impact on nonreaders and struggling readers Many that focus on benefits of acquiring foundational reading skills

“WE WERE NEVER BORN TO READ. HUMAN BEINGS invented reading only a few thousand years ago. And with this invention, we rearranged the very organization of our brain…” Proust and the Squid, Maryanne Wolf, PhD Tufts University, Center for Reading and Language Research

The Reading Spectrum Compiled by Sheila Clark-Edmands 35% Do better with direct instruction 20 % Moderate reading difficulty 20 % Easily read with any type of formal instruction 60% 18% Mild reading difficulty 40% Tier 3Tier 2Tier 1 2% Severe 5% Effort- less

Tiered Instruction (RTI) RecommendationTiers 1Screen and progress monitor1, 2, 3 2Provide differentiated instruction1 3Provide intensive, systematic instruction2 4Progress monitor at-least once a month2 5Provide intensive instruction daily3 - Assisting Students Struggling with Reading, Institute of Educational Sciences, 2009

“Direct phonics instruction is vital for struggling readers. ” -Crystal Kelly, MA.Ed. and Linda Campbell, Ph.D. New Horizons for Learning, John Hopkins School of Education, 2012

Reading and the Dyslexic Brain -LD Insights, September 16, 2013

“Rewiring” the Brain for Reading 1.Review of sound symbol associations 2.Practice in phoneme analysis and blending 3.Timed reading of previously learned words 4.Oral reading of stories 5.Dictation of words with phonetically regular spelling-sound patterns 6.Students learned 6 basic syllable types 7.Practice reading decodable and trade books

NO MAYBE NEVER

Barriers to Reading

Common Issues Language based-learning differences Low socio-economic backgrounds Developmental delays Poor working memory

Proficient ReaderPoor Reader Strong language skillsWeak language skills Good vocabularyPoor vocabulary Letter/sound awarenessNo sound/symbol awareness Transfers information, generalizes Difficulty with generalization Verbal, asks questionsDoes not question Good memoryWeak memory Follows directionsDifficulty following directions

Proficient ReaderPoor Reader Comprehends when readingReading comprehension difficulties Confident when readingLacks confidence Motivated to readAvoids reading Takes risks with readingWill not risk reading Proud of reading abilityDefeated/defensive Good self esteemPoor self esteem Focuses on readingLack of focus

PROFICIENT READERS Research shows that it takes between 4 and 15 successful attempts to read a word before it becomes automatic. POOR READERS For students with reading problems, it may take up to ? exposures to a word; this is one of the signs of a serious reading problem.

Impact of the CCSS

CCSS Foundational Skills Phonemic Awareness Phonics Fluency Vocabulary Comprehension Spelling Conventions of standard English grammar

Reaching the Top Step

Best Practices & Methods

Instruction Research-based Multisensory and Phonics-based Intensive Explicit Systematic Sequential

“I think you should be more explicit here in step 2.”

VisualAuditory Kinesthetic Phonological Awareness Encoding Spelling Oral Language Visualization Auditory Memory Sound Symbol Relationships Decoding Reading Reading Comprehension Visualization Visual Memory Speech Sounds Written Language Articulation/Speaking Visualization Handwriting Kinesthetic Memory

Foundational Skills Phonemic Awareness Phonics (decoding) & Spelling (encoding) Fluency Vocabulary Comprehension Conventions of standard English grammar

Total Language Instruction Reading Sound Symbol Relationships Decoding Reading Comprehension Visualization Visual Memory Handwriting/Speaking Speech Sounds Written Language Articulation/ Visualization Kinesthetic Memory Spelling Phonological Awareness Encoding Oral Language Visualization Auditory Memory

English Language Rules Phonemes Letters Graphemes with which to spell the 44 phonemes

Phonemic Awareness Activity hot to hit hit to sit sit to sip

Decoding Activity

Decoding & Spelling Activity

Vocabulary Activity Table

Comprehension Activity Main Idea Detail

Comprehension Activity Cause Effect

Comprehension Activity Conclusion Information

Level 1 ReaderLevel 8 Reader

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