1. Reading First and Interventions Stuart Greenberg ERRFTACsgreenberg@fcrr.org Georgia Reading First Conference

2. Acknowledgements ERRFTAC/FCRR CRRFTAC WRRFTAC

3. Today’s Presentation Two Parts 1.What’s possible in our schools 2. Facilitators and Barriers

4. Current Understanding High quality classroom instruction can significantly reduce the numbers of children who struggle with reading Intervention in addition to classroom instruction is very effective.

5. Reading Comprehension One Model: A Thought To Ponder Fundamental Skills (phonological awareness, Alphabetic Principal) Word Reading Reading Comprehension Listening Comprehension Verbal Language Skills (Receptive & Expressive) Fluency

6. Intervention: A School Wide Focus Step 1: Quality Core Enhanced general education classroom instruction. Step 2 : Supportive Instruction Child receives more intense intervention in general education, presumably in small groups. Step 3 : Intensive Intervention Intervention increases in intensity and duration. Support typically needed across years.

7. Evidence from one school that we can do substantially better than ever before School Characteristics: 70% Free and Reduced Lunch (going up each year) 65% minority (mostly African-American) Elements of Curriculum Change: Movement to a more balanced reading curriculum beginning in 1994-1995 school year (incomplete implementation) for K-2 Improved implementation in 1995-1996 Implementation in Fall of 1996 of screening and more intensive small group instruction for at-risk students

8. Proportion falling below the 25th percentile in word reading ability at the end of first grade 10 20 30 31.8 20.4 10.9 6.7 3.7 1995 1996 1997 1998 1999 Average Percentile 48.9 55.2 61.4 73.5 81.7 for entire grade (n=105) Hartsfield Elementary Progress over five years Screening at beginning of first grade, with extra instruction for those in bottom 30-40%

9. Proportion falling below the 25th Percentile 10 20 30 Proportion falling below the 25th Percentile 10 20 30 31.8 20.4 10.9 6.7 3.7 1995 1996 1997 1998 1999 Average Percentile 48.9 55.2 61.4 73.5 81.7 14.5 9.0 5.4 2.4 1996 1997 1998 1999 Average Percentile 58.2 67.1 74.1 81.5 Hartsfield Elementary Progress over five years

10. Hartsfield Elem.State Average 10 15 20 25 30 35 40 Level 2 Level 1 FCAT Performance in Spring, 2003

11. Assumptions The numbers of children who appear to be struggling is related to the quality and intensity of instruction. Some children will require more high quality instruction in smaller groups in order to respond well. Some children will not respond adequately, even with the best intervention.

12. 1.Difficulty learning to read words accurately and fluently 2. Insufficient vocabulary, general knowledge, and reasoning skills to support comprehension of written language 3. Absence or loss of initial motivation to read, or failure to develop a mature appreciation of the rewards of reading. Potential Stumbling Blocks to Becoming a Good Reader (NRC Report, 1998)

13. High Quality Instruction Study Hours of Instruction Student/ Teacher Ratio Reading %tile for Identification of Risk Status % of Students Still At-Risk at End of Study Foorman et al., 1998 174 classroom18 5% Mathes et al., 2001 35 Classroom (peer tutoring) 257% Allor et al, 2002 35-55 Classroom (peer tutoring) 256% Mathes et al, in press 35 Classroom (peer tutoring or small group) 255%

14. The Impact of Intervention Only Study Hours of Instruction Student/Teacher Ratio Reading %tile for Identification of Risk Status % of Students Still At- Risk at End of Study Felton, 1993 340 1:8163.8% Vellutino et al., 1996 35-65 1:1154.5% Torgesen et al., 2000 92 1:3181.4%

15. Instruction + Intervention in First Grade Study Hours of Instruction Student/Teacher Ratio Reading %tile for Identification of Risk Status % of Students Still At- Risk at End of Study Mathes et al., 2005 (Responsive Intervention) 120 1:3181.7% Mathes et al., 2005 (Proactive Intervention) 120 1:318.02% Torgesen et al., 2003 120 1:318.8%

16. Double Dose Reading Core Reading Instruction Intervention Very small groups

17. Looking Inside The Brain Imaging

18. 5 Year Olds Before Learning To Read Right Left

19. After Intervention Left Right normalized Good Intervention Normalizes Brain Activation Patterns Before Intervention

20. Answers – In a perfect world What percentage of children require secondary intervention? 7% or less What percentage of children don’t respond adequately to quality instruction and supportive intervention? 2% or less How much time is need to determine if intensive intervention is warranted? Around 30 weeks

21. The Real World What are the barriers to getting these results?

22. Barrier 1: Expertise Teaching reading is a job for an expert.

23. Barrier 2: Infrastructure Teaching students in very small groups is more beneficial than in medium or whole groups. An intervention teacher can only work with 3 to 5 children during each instructional session. Children need to be grouped according to shared needs and groupings should be modified across the year. School leadership has to support small group intervention.

24. Infrastructure Effective Model Intervention teacher(s) provides small group in addition to core through-out the day. Special education, Title1, and general education work together seamlessly.

25. Barrier 3:Time Use time wisely, because every minute counts This means carefully choosing instructional materials based on what research suggests is most effective. reducing downtime. Arranging instruction that increases each individual child’s time actively engaged in reading and reading related activities.

26. Every Minute Counts This means carefully choosing instructional materials based on what research suggests is most effective. reducing down time. using strategies that increase each individual child’s time actively engaged in reading and reading related activities.

27. The consensus view of most important instructional features for interventions Provide ample opportunities for guided practice of new skills Provide a significant increase in intensity of instruction Provide systematic cueing of appropriate strategies in context Provide systematic and explicit instruction on whatever component skills are deficient: phonemic awareness, phonics, fluency, vocabulary, reading comprehension strategies Interventions are more effective when they: Provide appropriate levels of scaffolding as children learn to apply new skills

28. Each year skills and knowledge required to meet standards increases 1 st 2 nd 3 rd 4 th 5 th 6 th 7 th 8 th 9 th 10 th 11 th 12 th Must learn to recognize many new words accurately and automatically Must acquire many new vocabulary words Must learn to deal with longer sentences and more complex ideas Must be able to draw upon more extensive background knowledge

29. Anything you’d like to add?

30. That’s it – enjoy the rest of your day!