1. Reading Instruction: Key considerations
Created from a presentation by Matthew Burns, Ph. D., University of Minnesota & Modified by Christina Bemboom, Ph. D, Rice Elementary

3. Keys to Success St. Paul Pioneer Press June 4th 2006
Reading Above All Else
Emphasize reading and writing especially K-2
Beyond the Classroom
After school programs and social services
Continuous Assessment/Small-Group Instruction
Formal and informal assessments to provide an appropriate level of challenge
Effective Staff
Strong leadership and cohesive staff with co-planning
Structured, Disciplined Environment

4. Contributions to Learning – Hattie 2009
The student d = .40
The school d = .23
The teacher d = .49
The curriculum d = .45

5. Interventions for Children with LD
Reading comprehension
Direct instruction
Psycholinguistic training
Modality instruction
Diet
Perceptual training
Kavale & Forness, 2000

6. Reading Instruction in Elementary School
Two hours each day
Explicit instruction
Free-choice reading (w/ indiv work with tchr 1st and sharing afterwards)
Word study
Writing

7. What makes an intervention effective????
Correctly targeted
Appropriate challenge
Explicit instruction
Opportunities to respond
Immediate feedback
With contingent reinforcers
Burns, VanDerHeyden, & Boice (2008). Best practices in implementing individual interventions. In A. Thomas & J. Grimes (Eds.) Best practices in school psychology (5th ed.). Bethesda, MD: National Association of School Psychologists.

8. 1. Correctly Targeted

9. Can’t Do or Won’t Do

10. Phonemic Awareness (SOUNDS) Phonics (LETTER-SOUND REL)
BIG 5:
Phonemic Awareness (SOUNDS)
Phonics (LETTER-SOUND REL)
    ...decoding
Fluency (RATE, ACCURACY, PROSODY)
Vocabulary (Best learned by 
    ... READING plus explicit instruction w/content specific words)
Comprehension (Typically happens if other levels in place)
    ...If not, need much more info to plan instruction

11. AQUISITON... i.e. MODELING the
expected skill/behavior so that the child goes from inaccuracy with the skill to accuracy with the skill

12. ...or  PROFICIENCY
i.e. Many opportunities to practice the skill to move from slow, accurate use of the skill to fast, accurate use of the skill

13. Most of our time will spent here…

14. 2. Appropriate Challenge
Instructional Level

15. Instructional Level for Drill Tasks
94%-97% Accuracy
Otherwise, not benefit as much from the learning opportunities and do not stay engaged

16. 3. Explicit Instruction

17. I do We do You do =Model-lead-test
Direct Instruction
I do
We do
You do
=Model-lead-test

18. (Sort of) Irrelevant Transition Slide :)

19. 4. Opportunities to Respond

20. Drill and Practice
The most effective device that can be applied to learning is to increase the amount of drill or practice" (Chase & Symonds, 1992; p. 289)
Teaching basic skills through drill tasks led to increased performance of more advanced skills (Dehaene & Akhavein, 1995; Jones & Christensen, 1999; Tzelgove, Porat, & Henik, 1997)

21. IF they can already do the skill ACCURATELY!

22. Guided practice (w/ error correction)
94%-97% accurate

23. PERFECT practice makes perfect! (and builds proficiency)
For independent practice...100% accurate to be beneficial! Homework is independent practice.
PERFECT practice makes perfect! 
(and builds proficiency)

24. 5. Appropriate Feedback

25. Standard Error Correction
That word is _____.
What word? (Child repeats)
Yes, that word is _____.
Read the sentence again.

26. Correctly Targeted?

27. What skill needs
to be learned?

28. Assess 4 NRP Areas Phonemic Awareness Phonics Fluency
Phoneme segmentation fluency (see continuum)
Phonics
Nonsense word fluency (assessment only)
Fluency
Oral reading fluency
Vocabulary/Comprehension

29. What stage of learning needs
to be targeted?

30. Instructional Hierarchy: Stages of Learning
Acquisition
Proficiency
Generalization
Adaption
Learning Hierarchy
Instructional Hierarchy
Slow and inaccurate
Modeling
Explicit instruction
Immediate corrective feedback
Accurate but slow
Novel practice opportunities
Independent practice
Timings
Immediate feedback
Can apply to novel setting
Discrimination training
Differentiation training
Can use information to solve problems
Problem solving
Simulations
Haring, N. G., & Eaton, M. D. (1978). Systematic instructional procedures: An instructional hierarchy. In N. G. Haring, T. C. Lovitt, M. D. Eaton, & C. L. Hansen (Eds.) The fourth R: Research in the classroom (pp ). Columbus, OH: Charles E. Merrill.

31. Skill x Stage of Learning
Phonemic Awareness Phonics Fluency Vocabulary Comprehension Acquisition Proficiency Generalization Adaptation

32. Intervention – Bullseye!

33. How do we know?
Refer to the assessment decision-making tree

34. MRC Interventions as Examples
Phonemic awareness
Acquisition & Proficiency – Phoneme Blending and
Phoneme Segmenting
Phonics
Acquisition – Letter Sound Correspondence
Proficiency – Word Blending
Fluency
Acquisition – Newscaster Reading & Duet Reading
Proficiency – Repeated Reading & Pencil Tap
Comprehension
Repeated Reading with Comprehension
Great Leaps

35. Duet Reading for Fluency Acquisition
Example: 2nd Grade Groups
Reading with goal of summarizing (ex. PALS: build proficiency in fluency/comp)
Duet Reading for Fluency Acquisition
Word Blending for
Phonics Proficiency
Letter Sounds
For Phonics
Acquisition

36. Students with disabilities: 1
Students with disabilities: 1. Need to access their bullseye intervention, which is provided to all students at that age, and, 2. May receive additional support if needed to make progress.

37. After we know what the student needs to improve…
Then there are many options for addressing those needs (strategies and purchased curricula). The remaining handouts note various approaches by targeted need and by grade level where skills are often addressed.
We can always to Part 2 of “Reading Research Application” to practice some of these specific strategies…