1. Targeted Reading Intervention Classroom intervention for rural kindergarten and first grade teachers Pledger Fedora Kelley Mayer Steve Amendum Targeting instructional match in every interaction…

2. Who are we? Research project Part of the National Research Center on Rural Education Support –www.nrcres.orgwww.nrcres.org Funded by the Institute of Education Sciences (IES)

3. Purpose The purpose of this study is to improve the teaching strategies of rural kindergarten and first grade teachers in literacy, with a specific focus on strategies that are effective with struggling readers who do not make reading gains using traditional reading instruction.

4. Why focus on rural kindergarten and first grade teachers? The first few years of school are critical for children’s later school success –(Alexander& Entwisle, 1992; Juel, 1988; Vernon-Feagans, Odom, Pancsofar & Kainz, in press; Vernon-Feagans, Gallagher & Kainz, in press;) On average, teachers in rural areas have more teaching experience and knowledge of their students, but teachers have less access to professional development opportunities –(GAO report, 2004; Lee & Burkham, 2003) Teachers and parents are more satisfied with their schools in rural areas, but children come to school with less formal and high quality preschool experiences –(Israel, 2004; Vernon-Feagans et al., in press).

5. Why focus on struggling learners? Struggling learners are usually the ones that do not make expected progress –(Pianta, 2001; Meisels, 2001) This emphasis on struggling learners has been highlighted through disaggregated data mandated by NCLB Teachers report struggling learners are the children who have the least success in learning and behavior.

6. Why focus on literacy? Reading becomes the foundation for subsequent academic learning –(Lyon et al., Snow, Burns & Griffin; 1998; Vernon- Feagans, 1996) Children’s ability to decode words at the end of first grade accounts for 40% of their reading comprehension during secondary school –(Foorman et al., 1997)

7. Principles of The Targeted Reading Intervention (TRI) Based on research evidence about how young children learn to read Based on the 5 early reading constructs identified as most important the National Reading Panel and Reading First Can be used to complement any reading curricula as well as the Reading First Initiative. Can be adopted by any school system, no matter how few resources they have.

8. Teaching literacy that is always geared to the context of the word and text. Based on research that emphasizes individualized diagnostic/assessment based teaching Targeted for children who struggling with beginning reading Teaching conducted in one-on-one teacher/ child learning sessions at least 4 times a week Principles of The Targeted Reading Intervention (TRI), continued

9. Targeted Reading Intervention For struggling K-1 students Intensive, diagnostic reading instruction Daily Given by the classroom teacher One-on-one  small groups Rapidly accelerate students’ reading achievement

10. What Makes The TRI Unique? Intensive collaborative consultation Individual diagnostic teaching model –Responding to the response Classroom teacher tutors Teacher-student relationships

11. What Makes The TRI Unique? Real reading from the start –Always in the context of words –Letter-sound knowledge –Mapping sounds to print Low cost/adaptability

12. The Targeted Reading Intervention Model

13. The Interaction of Decoding & Sight Words

14. TRI Framework Re-Reading for Fluency (~2+ minutes) Word Work (~8+ minutes) Guided Oral Reading (~5+ minutes) TRI Extensions

15. TRI Framework Re-Reading for Fluency (~2+ minutes) TRI Extensions

16. TRI Framework Word Work (~8+ Minutes) TRI Extensions

17. The Interaction of Decoding & Sight Words

18. TRI: Primary Word Work Strategies for Pink and Blue Levels –Segmenting Words –Change One Sound –Read, Write, & Say –Pocket Phrases Word Work (~8+ minutes)

19. Word Work Example: Change One Sound

20. Primary Word Work Strategies for Green Level Word Work (~8+ minutes) –Segmenting Words – Variation –Sort, Write, and Say –Word Division –Search for the Sound –Try One strategy

21. Word Work Example: Sort, Write and Say

22. TRI Framework Guided Oral Reading (~5+ minutes) TRI Extensions

23. Guided Oral Reading Examples

25. Our vision for a teacher’s year At the beginning of the year, teachers selected five struggling readers. TRI instruction –For one struggling reader –15 minutes –4 times per week

26. Hypothetical TRI Schedule How 5 struggling readers might get the TRI Sept. Ezekial Oct.Ezekial Nov.Maria (with occasional Change 1 Sound & Guided Oral Reading with Ezekial) Dec.Maria & Ezekial Jan.DeJavan (with occasional Change 1 Sound & Guided Oral Reading with Maria & Ezekial) Feb.John (with occasional Change 1 Sound & Guided Oral Reading with DeJavan; once or twice with Maria & Ezekial) MarchJohn & DeJavan AprilJackie (with occasional Change 1 Sound & Guided Oral Reading with John; once or twice with DeJavan) MayJackie & John

27. Easing into the TRI: Kindergarten Date# of TRI sessionsTRI Strategies Used Week One1 time Guided Oral Reading 10 min. High teacher support Week Two2-3 times Guided Oral Reading 10-15 min. High teacher support Week Three3-4 times Word Work* 10 min. (Segmenting Words & Change 1 Sound) Guided Oral Reading 5 min. Week Four4+ times Full TRI Implementation Word Work* 8 min. (Segmenting Words, Change 1 Sound, & Read, Write, & Say) Guided Oral Reading 7 min.

28. Assessment-based instruction: Diagnostic Maps Re-Reading for Fluency Reader: ____________________________________ Focus on: _____________________________________ Word Work Segmenting Words ___Pink ___Blue Target Sounds: _____________________________________ Words: _____________________________________ Change One Sound Target Sounds: _____________________________________ Word Chain: _____________________________________ Read, Write, & Say Target Sounds: _____________________________________ Words: _____________________________________ Rate the reading Text Difficulty 1234Too easy Just right Too hard Able to segment sounds in Alphabetic Principle Frequent phonics errors 3-sound words Yes No Able to manipulate phonemes in Frequent phonics errors 3-sound words 4-sound words Able to blend Says sounds while writing Alphabetic Principle 3- sound words 4- sound words Phonics knowledge YesNeeds reminding YesNo

29. Collaborative Consultation Model for Rural Teachers Essential Personnel TRI personnel –A K-1 TRI Consultant for each school Site-based personnel –Superintendent –District Curriculum Coordinator –Principal –A K-1 School Consultant –K-1 Classroom Teachers –K-1 Teaching Assistants

30. Effective Collaborative Strategies in the LEEP Consultation Model

31. Professional Development Mechanisms Summer Institute Weekly TRI Team meetings Monthly workshops TRI consultant visits Videos of teachers, guides, and materials

32. Weekly Team Meetings Professional Development Workshops Summer Institute

33. Three Day Summer Institute for all teachers, aides, and principals to learn the TRI strategies Teachers will learn –how to link assessment with efficient instruction –essential elements of reading development –how and when to use essential strategies –why intensive instruction is worth it –why repetition across the day is worth it

34. Weekly TRI Team Meetings Specific agenda: To link assessment data with efficient instruction To repeat and extend content from the summer institute To problem-solve collaboratively To ensure participation and fidelity

35. Monthly Workshops To build relationships across K-1 To extend the TRI content knowledge and skills on a specific timeline To link assessment data with efficient instruction To provide a video model of teachers using the TRI or examples of TRI Extensions To provide opportunity for school to receive coaching from TRI Consultant, in person, via conference call, or via web cam

36. Research Design (2005-2007) Select rural counties with limited access to teacher professional development. Select four non-Reading First elementary schools willing to participate. In the following year select two additional Reading First schools. Randomly assign schools to the intervention (TRI) and control group (no TRI). –Randomly select 5 struggling learners –Randomly select 5 non-struggling learners

37. Child characteristics Race African American European American Other 61% 32% 7% 33% 37% 31% Gender Male Female 73% 27% 63% 37% Parents Married46%54% Maternal EducationM = 11.8 yrs M = 13.3 yrs TRINon-TRI

38. Teacher characteristics # of years teachingM = 18 yrs Teacher AgeM = 43 yrs Teacher Ethnicity Caucasian African-American Other 65% 30% 5% National Board Certification 5% Certification type Temp Regular Specific grade certification 10% 40% 50%

39. Data collected Lots of data were collected! Today—report on: –Child assessments: Phonological awareness with the CTOPP Word Attack (Woodcock-Johnson) Letter/Word ID (Woodcock-Johnson) Receptive Vocabulary with the PPVT-III –Classroom observations

40. Child Outcomes: (Fall and Spring Testing) Phonological awareness (CTOPPS) F(1,69) =1.29Non-TRI TRI.52 1.67 Word Attack (Woodcock Johnson) F(1,151) = 4.09*Non-TRI TRI 27.15 35.86 Letter/Word Identification (Woodcock Johnson) F(1,152) = 5.25*Non-TRI TRI 34.12 42.22 Peabody Picture Vocabulary Test (PPVT) F(1,120) = 0.38Non-TRI TRI 1.20 2.32 Outcome F-TestGroup LSMean Gain

41. Child Outcomes: (Fall and Spring Testing) Classroom Observations Observed one-to- one teacher/child interaction t (187) = 3.83, p <.0002 Non-TRI TRI.30 2.64 OutcomeT-TestGroup LSMean Gain

42. Final Thoughts TRI = efficient, effective reading instruction TRI = effective professional development processes It works! Evidence- base. Sustainability and portability

43. One Teacher’s Experience…