1. Literacy: A Developmental Perspective for Educators The stages of development and components of intervention

2. Question #1 Timothy is in the 2 nd grade. It is January. He is identified as “yellow” in DIBELS. Which statement best fits: a.Reading fluency is 42 words per minute. b.He is unable to decode. c.Comprehension of written text is 40%. d.No way to tell from the data. e.I have no idea. f.Where are the snacks?

3. Question #2 Bernice is in the 7 th grade. She is given grade level materials to read but it takes her a long time to read them. She then answers verbal questions on the material with 20 – 30% accuracy. What do you think is the “problem”? a.The reading problem may be decoding but more likely it is fluency or comprehension. b.She is in the 7 th grade! The problem is comprehension. c.If the problem is not comprehension then it could be vocabulary or motivation.

4. Question #3 Mr. Thompson is reading to his kindergarten class. The book is great; it has large words and pictures. At the end of the reading he asks students verbal questions. a.He is working on reading comprehension. b.This is a vocabulary exercise. c.The major objective is print awareness. d.The best answer is not listed.

5. Basic points There are distinct but overlapping stages in reading development. Reading instruction must take into account these stages! Instruction must proceed hierarchically and developmentally regardless of the age of the student (even adults). What are these stages?

6. Literacy Development Saying First Word Putting 2 Words Together Phono- logical Awareness Phonemic Awareness Decoding (Phonics)Fluency Compre- hension Functionally Literate 12 months24 months2 – 4 years6 years6- 7 years End of 2 nd Grade3 rd Grade4 th to 5 th grade Words are taking the place of pictures in the mind. Thinking symbolically Children want to express meaning using early sentences Understands that spoken words are made up of individual sounds Understands that letters represent sounds The child is well on the way towards knowing the relationship between letters and sounds Reading fluency at the start of 2 nd grade is ~42 wpm. By the end of 2 nd it is ~90 wpm Student is learning comprehension strategies The student has transitioned from “learning to read” to “reading to learn”

7. The Essential Components of Literacy 1.Phonological Awareness 2.Decoding 3.Fluency 4.Comprehension 5.Vocabulary Phonological Awareness Decoding (Phonics) Fluency Comprehension Receptive and Expressive Vocabulary ------- Reading Vocabulary/Written Vocabulary K 1 st 2 nd 3 rd

8. Vocabulary Development Birth 12 months 4-5 years Receptive Vocabulary Expressive Vocabulary Reading Vocabulary Written Vocabulary

9. Phonological Awareness Phonological Awareness: Different skills are included in phonological awareness. (AKA: emergent literacy) Phonological awareness (basic): The understanding that words are made up of different sounds. (3-4 years of age). Phonemic awareness (a type of phonological awareness): The understanding that sounds (phonemes) link to letters (graphemes). (5 years of age) Also included: blending, segmenting, early rhyming and others

10. Decoding and Encoding Encoding : The rules that govern how graphemes are linked to create words. Decoding : The rules that govern how words can be translated to phonemes. Phonics : The training of encoding and decoding. Each language has a code. English has a rather complicated code compared to many other languages (e.g., Japanese).

11. Fluency Fluency: Reading speech and agility. Includes: Speed Accuracy Prosody (following the rules of intonation) Norms: Fluency has well-established norms. We will look at the norms more closely in a moment.

12. Comprehension Comprehension : Assigning meaning to text. It is influenced by: Ability to decode unknown words Vocabulary knowledge Background knowledge Reading fluency Motivation and reading self-efficacy

13. Questions 1.Are you working on reading comprehension in Kindergarten? 2.What happens if you provide a comprehension intervention for a student “stuck” in a decoding stage? 3.What is the point of doing a reading/literacy screening?

14. Norms Norms exist for each reading skill. Norms for reading show what skill is expected at what age and how adept the child should be at that age. Norms take into account the developmental range often in units of standard deviation. Here are some examples:

15. 5 th Grades Skills: Norms and Growth Weekly Growth Rates SKILLFall to WinterWinter to Spring Identify Sight Words (See to Say)1.11 Identify Words in a Passage (See to Say)0.171.2 Spelling (Hear to Write)0.160.14 Norms SKILLFall to WinterWinter to Spring Identify Sight Words (See to Say)97107.6 Identify Words in a Passage (See to Say)134.3152 Spelling (Hear to Write)9.210.8 All items are based on correct responses per minute.

16. Fluency: Hasbrouck and Tindal Norms Grade Percentile Rate (CWPM) Time Growth Where would a 7 th grader be at the 50 th percentile in the Spring?

17. Why Norms? Norms reflect normal development. The curriculum should be based on norms. Norms provide a measure of status and growth. Establish interventions based on norms. Determine effectiveness of instruction. Questions: 1.If a child is one standard deviation behind at the start of 4 th grade and she makes a year’s growth, what will her status be at the end of the school year? 2.How much growth is needed in one year to close this gap?

18. Growth Patterns Phonological Decoding Fluency Comprehension Awareness Note the steep growth curve especially through age 9 years. 3-5 years 5-6 years 6-7 years 7-9 years Age Skill Typical Child Development

19. Current (National) Status for Children 1 Year Below Age Level Phonological Decoding Fluency Comprehension Awareness 3-5 years 5-6 years 6-7 years 7-9 years Age Skill >1 year below Typical Child Development NAEP 34% below basic at 4 th grade 32% below basic at 8 th grade 78% graduation rate Cohort of poor performers

20. Student C Phonological Decoding Fluency Comprehension Awareness 3-5 years 5-6 years 6-7 years 7-9 years Age Skill >1 year below Typical Child Development Student C What can we say about Student C? 1.Growth trajectory is steeper than normal. 2.Gap is closed by 50%. 3.It will take two years to close gap.

21. Student C: What it takes! Kindergarten 1 st Grade Step 1: Screen Step 2: Intervene Step 3: Progress Monitor Step 4: Modify Plan as Needed Keys to Success: Screen early Link data to development Identify proven intervention(s) Progress monitor frequently

22. Let’s Reflect 28% of American students enter school more than 1 year below age level. Skills (e.g., literacy, numeracy, behavior) are developmental in nature Curriculum not in line with development is a problem! (NAEP scores) Interventions must be linked to skill developmental level and be effective.

23. Interventions: Are they any good? Student C: - 1 SD Question: In units of standard deviation, how much gain does this student need to be at average by the end of the year? Effect Size: A measure of effectiveness in units of SD.

24. Example: Read 180 Researched through http://ies.ed.gov/ncee/wwc/Topic.aspx?sid=8 (Search for “What Works Clearinghouse”) Analysis: Effect Size and Percentile Gains Fluency Comprehension 0.0*.4 (average 4%ile points) Questions: 1.Would you use Read 180 for fluency intervention? 2.How long would it take a student to close a gap?

25. Key Points on Interventions Research-based vs. Proven Practices: The mandate is to use research-based practices. Research-based means that there exists some evidence that the practice has worked. Effect Size: Look for a reported effect size or percentile growth before investing (funds or energy). Effect size =.4 or greater, Percentile = 7 points or greater Use the right medicine!

26. Progress-Monitoring: Example 9/1 9/10 9/17 9/24 10/2 10/10 Reading Fluency: 3 rd grade 71 42 65 Questions: What is the Aim Line? Did the intervention work? Would you continue with the intervention? Ultimate goal for this student, re: 3 rd grade? Let’s review two slides!

28. The Essential Components of Literacy 1.Phonological Awareness 2.Decoding 3.Fluency 4.Comprehension 5.Vocabulary Phonological Awareness Decoding (Phonics) Fluency Comprehension Receptive and Expressive Vocabulary ------- Reading Vocabulary/Written Vocabulary K 1 st 2 nd 3 rd

29. Summary Points Interventions: Effect size Progress monitored Linked to developmental stage School needs: Knowledge about skill development Deliberate plan to use interventions (PEP as documentation) Schedule to support interventions

30. Just to whet your appetite! Go to: www.alamancesertoma.com on the School Materials page for this PowerPoint and associated materials.www.alamancesertoma.com

31. Middle School Issues Curricular Expectation: Students know how to read. The curriculum does not include teaching students to read. Most middle school teachers do not understand reading development. The schedule may not be set up to provide interventions AND who would do it? OPTIONS : 1.Do nothing 2.Create a plan for meeting the needs

32. What is involved in MS? Training on literacy and literacy interventions Screening tool Identify student’s specific needs Create a plan for meeting those needs 1.7% decoding 2.72% fluency 3.11% comprehension 4.1% other