Reading Interventions that Work!

Barb DenbowBrenda Schulz

January 24, 2008

“The Big Five”Components of a Balanced Literacy

Program

• Phonemic Awareness• Phonics• Vocabulary• Fluency• Comprehension

Research Based Instruction

• Research addresses results in achievement in reading

• Achievement is evident in the larger populations of students - generalizable

• Research proves effectiveness as compared to groups not using the strategy

• Research is high quality – peer reviewed

Forsyth’s Response to Intervention

Professional Learning

Summer 2007• Leadership teams from all schools• AIMSWeb overview• Materials databaseOngoing• Title I / EIP Personnel – effective instructional practices and book studies• Intervention Specialists• System resource website - ANGEL

Research Based Strategies

What we discovered• There is a need for deeper understanding

of effective reading research and instruction – what works.

• Teachers needed confidence in the strategies they were currently using as well as knowledge about other research based strategies.

• Everyone needed a “refresher” course in differentiation.

• Professional learning is needed on how to provide targeted instruction that effectively addresses each child’s need.

Consider Student Needs

• Phonemic awareness and phonics

• Phonics and fluency

• Fluency and comprehension

• Vocabulary and comprehension

Phonemic Awareness and Phonics

• Letter names and sounds• Reviewing letters and

sounds previously taught• Manipulating phonemes• Blending sounds• Segmenting phonemes

automatically• Elkonin Boxes

Phonics and Fluency

• Work on decoding and reading decodable text

• Provide activities to learn new letter patterns

• Review, review, review• Work with words during small

group time

Fluency and Comprehension

• Guided reading format• Modeling fluent reading • Repeated Readings• Echo Reading, Choral

Reading, Partner Reading• Cross Age Reading• Poetry Corner• Phrasing

Who Needs Fluency Help? 1

Who Needs Fluency Help? 1

*WCPM = Words Correct Per Minute

Hasbrouck, J., & Tindal, G.A. (2006, April). Oral Reading Fluency Norms: A Valuable Assessment Tool for Reading Teachers. The Reading

Teacher 59(7): 636-644.

Who needs fluency help?

5th Grade Reading Rates

0

25

50

75

100

125

150

175

200

225

250

Fall Winter Spring

Season

Wo

rds

Co

rre

ct

Pe

r M

inu

te

Low Risk(50%ile andabove)

Monitor (50%ilescore to 10words below)

Intervention (10words below 50%ile score anddown)

Who needs fluency help?

Fluency Activity

Kllr Bs During this activity, look

for the following strategies:

Teacher modelingRepeated ReadingProgress Monitoring

Vocabulary

“Increasing the volume of students’ reading is the single most important thing a teacher can do to promote large scale vocabulary growth.”

Nagy, 1998

Vocabulary

Recognizing basic sight words

Recognizing prefixes, suffixes

Try this:Name the 13 words that

account for approximately 25% of all the words in school text.

Vocabulary

A AndFor HeIn IsIt OfThat TheTo WasYou

Comprehension

Teachers merely assess comprehension rather than teach it. Teachers need to explain or model the process that the reader engages in when comprehending a text.

Durkin, 1978

Vocabulary and Comprehension

• Think Alouds• 3 X 3 Vocabulary• Concept Definition Maps• Semantic Feature Analysis• List – Group – Label• Text Structure• Story Mapping• Summarization

Vocabulary and Comprehension

• QAR (Raphael 1986)– Right There – The answer is

easy to find– Think and Search – The

answer is in the reading but comes from more than one sentence

– Author and you – The answer is not in the reading. You think about what the author tells you and what you know

– On my own – The answer is not in the reading. You think about what you know.

Comprehension

Four research-based strategies

for comprehension are:– Predict– Question– Clarify– Summarize

Reciprocal Teaching

• Video Clip from Reading Rockets

• www.readingrockets.org

Reciprocal Teaching

Activity• Work with your neighbor and

write the four parts of Reciprocal Teaching on the corresponding four flaps of your paper.

• Open the flap and write questions, draw a picture, or add notes that help you remember each part and its function.

• Share with your neighbors.