1. 1 Students with Reading Disabilities: What Works Office of Special Education Division of Technical Assistance Leadership Institute

2. Five essential components of reading Factors that effect academic performance Interventions using the learning hierarchy Evaluation of commercial interventions School Year 2012-2013 Copyright © 2012 Mississippi Department of Education Office of Instructional Programs/Office of Special Education 2

3. the need to determine which of the appropriate five essential components of reading to target for intervention; the importance of the learning hierarchy in selecting an appropriate intervention; the need to consider other factors within intervention; and the resources to select appropriate computer assisted and commercial interventions. School Year 2012-2013 Copyright © 2012 Mississippi Department of Education Office of Instructional Programs/Office of Special Education 3

4. Pre-reading skills are an understanding of the alphabetic principles. Phonemic awareness: Knowledge and ability to manipulate the individual sounds in spoken words Phonics: Knowledge of the relationship between written letters and spoken sounds School Year 2012-2013 Copyright © 2012 Mississippi Department of Education Office of Instructional Programs/Office of Special Education 4

5. School Year 2012-2013 Copyright © 2012 Mississippi Department of Education Office of Instructional Programs/Office of Special Education 5 Sentence Segmenting Rhyming & Alliteration Syllable Blending & Segmenting Onset-Rime Blending & Segmenting Phoneme Blending & Segmenting

6. Reading Fluency (includes oral reading skills): Ability to read accurately with appropriate rate, expression, and phrasing Vocabulary: Knowledge of words, their meanings, and appropriate contexts in which to use them Reading Comprehension: Understanding of the meaning of reading passages (connected text) School Year 2012-2013 Copyright © 2012 Mississippi Department of Education Office of Instructional Programs/Office of Special Education 6

7. 7 Placement Criteria for Direct Reading Assessment Fuchs & Deno (1982) Grade LevelLevelWCPMEPM 1- 2Frustrational Instructional Mastery < 40 40 – 60 > 60 > 4 4 or less 3 - 6Frustrational Instructional Mastery < 40 40 – 60 > 60 > 6 6 or less School Year 2012-2013 Copyright © 2012 Mississippi Department of Education Office of Instructional Programs/Office of Special Education

8. Types of academic problems Skill deficits Fluency problems Performance Problems School Year 2012-2013 Copyright © 2012 Mississippi Department of Education Office of Instructional Programs/Office of Special Education 8

9. 9 Skill Development Entry Level Acquisition Proficiency Maintenance Generalization Adaptation Entry Level Accuracy Fluency Permanence Expansion Extension Basic Permanent Advanced School Year 2012-2013 Copyright © 2012 Mississippi Department of Education Office of Instructional Programs/Office of Special Education

10. 10 Steps in Learning Hierarchy ACQUISITIONTEACHING FLUENCYPRACTICE FLUENCY=ACCURACY+SPEED MAINTENANCE GENERALIZATION SIMILAR ( TASKS, SETTINGS) PROFICIENCY ADAPTATION DISSIMILAR ( TASKS, SETTINGS) School Year 2012-2013 Copyright © 2012 Mississippi Department of Education Office of Instructional Programs/Office of Special Education

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12. Students may be served successfully in: Tier I: quality classroom instruction, quality curriculum, universal screening Tier II: appropriate intervention(s) in small groups to address difficulties Tier III: individualized intervention to meet the needs of the student as identified through the TST process School Year 2012-2013 Copyright © 2012 Mississippi Department of Education Office of Instructional Programs/Office of Special Education 12

13. Students in Tier II/III must receive: Interventions based on scientifically-based research; Screening and instructional/diagnostic reading assessments; and Regular progress monitoring on skills being targeted and grade-level general outcome measures. School Year 2012-2013 Copyright © 2012 Mississippi Department of Education Office of Instructional Programs/Office of Special Education 13

14. Changing the learner will require a temporary change to: Instructional Conditions Curriculum Conditions Environmental Conditions School Year 2012-2013 Copyright © 2012 Mississippi Department of Education Office of Instructional Programs/Office of Special Education 14

15. 15 An example... Student is failing in reading: Can’t do the work (Skill deficit) Won’t do the work (Performance deficit) Slow to complete the work (Fluency) School Year 2012-2013 Copyright © 2012 Mississippi Department of Education Office of Instructional Programs/Office of Special Education

16. Objectives of the evaluation Determine appropriate placement Establish baseline reading level Allows monitoring of progress Determination of attainment of skill School Year 2012-2013 Copyright © 2012 Mississippi Department of Education Office of Instructional Programs/Office of Special Education 16

17. Skills deficit (inadequate mastery of academic skills that have been previously taught) Antecedent intervention such as direct instruction Previewing Fluency (deficiencies in the rate at which skills are accurately preformed) Interventions to increase accurate student responding Strategies increase productivity repeated practice with correction special note concerning homework School Year 2012-2013 Copyright © 2012 Mississippi Department of Education Office of Instructional Programs/Office of Special Education 17

18. Performance deficit Student possesses adequate skills and fluency, but does not produce work of satisfactory quantity, quality, or both Intervention should involve: Motivation Often includes manipulations of consequences School Year 2012-2013 Copyright © 2012 Mississippi Department of Education Office of Instructional Programs/Office of Special Education 18

19. Contingency management Manipulates the consequences of behavior Self-management Self-monitor Self-evaluate Self-reward Performance Feedback Reinforcement of answers Self-monitoring Principal praise School-to-home note School Year 2012-2013 Copyright © 2012 Mississippi Department of Education Office of Instructional Programs/Office of Special Education 19

20. Generalization Use of similar exemplars and diverse non- exemplars Gradual fading to ability to make finer and finer distinctions Adaptation Ability to use skills in variety of new ways To critically evaluate School Year 2012-2013 Copyright © 2012 Mississippi Department of Education Office of Instructional Programs/Office of Special Education 20

21. Automaticity The stage of development when behavior occurs: with minimal thought and effort automaticity requires few cognitive resources School Year 2012-2013 Copyright © 2012 Mississippi Department of Education Office of Instructional Programs/Office of Special Education 21

22. Average learner rate Plot improvement Use criterion Graph data Use data to make instructional decisions Develop decision rules to determine progress What to change if not effective School Year 2012-2013 Copyright © 2012 Mississippi Department of Education Office of Instructional Programs/Office of Special Education 22

23. Florida Center on Reading Research http://www.fcrr.org/FAIR_Search_Tool/FAIR_S earch_Tool.aspxhttp://www.fcrr.org/FAIR_Search_Tool/FAIR_S earch_Tool.aspx http://www.fcrr.org/science/pdf/torgesen/exten sive_reading_interventions_K-3.pdfhttp://www.fcrr.org/science/pdf/torgesen/exten sive_reading_interventions_K-3.pdf Review of some programs http://www.alsde.edu/general/expert_review_o f_core_reading_programs.pdfhttp://www.alsde.edu/general/expert_review_o f_core_reading_programs.pdf Review of programs by skills http://www.readingrockets.org/article/42401/ School Year 2012-2013 Copyright © 2012 Mississippi Department of Education Office of Instructional Programs/Office of Special Education 23

24. Government recognized websites: What Works Clearinghouse (WWC) http://ies.ed.gov/ncee/wwc/ Review by WWC of common interventions proposed for students with reading difficulties http://ies.ed.gov/ncee/wwc/sitesearch.aspx?Searc h=dyslexia&website=NCEE%2FWWC&x=0&y=0http://ies.ed.gov/ncee/wwc/sitesearch.aspx?Searc h=dyslexia&website=NCEE%2FWWC&x=0&y=0 Intervention Central http://www.interventioncentral.org/ School Year 2012-2013 Copyright © 2012 Mississippi Department of Education Office of Instructional Programs/Office of Special Education 24