Title

Hanson Initiative for Language & Literacy (HILL)Hanson Initiative for Language & Literacy

Linking Theory to Best Practices in Reading

Sharon Weiss-Kapp M.Ed. CCC SLPAdjunct Clinical Assistant ProfessorMGH Institute of Health Professions

Senior Clinical Associate Children’s Hospital Boston

Outline for Discussion Points for “Theory to Practice” Presentation Interferences to learning related to executive skill

support Interferences to reading related to strands of

spoken language Interferences to reading related to meaning Interferences to reading related to orthographic

Skills Lexia and the Response to Intervention Model

Interference to Learning: Executive Skill Difficulties

Attention Working memory Inhibition of competing stimuli Automaticity of skills Maintenance of task Monitoring performance Shifting of task

From Call of the Wild by Jack London

He had never seen dogs fight as these w___ish c________ f_____, and his first ex________ t____t him an unf______able l____n. It is true, it was a vi_______ ex_______, else he would not have lived to pr___t by it. Curley was the v_____. They were camped near the log store, where she, in her friend__y way, made ad______ to a husky dog the size of a full-_____ wolf, th_____ not half so large as _he. __ere was no w___ing, only a leap in like a flash, a met_____ clip of teeth, a leap out equal__ swift, and Curly’s face was ripped open from eye to jaw.

Taken from the NICHD Research Program: What We now Know About How Children Learn to ReadBonita Grossen 03-27-97Full report at: www.cftl.org/30years/30years.html

Interferences to Reading Related to the Strands of Spoken Language

Phonology Semantics Syntax Morphology Pragmatics Discourse

Phonological Awareness:Ability to reflect on and manipulate the sound structure of one’s own language

Complexity of sound structure of language may affect acquisition of phonological awareness skills

Word Awareness-Segmenting sentences into words

Syllable Awareness-Segmenting words into syllables

Phonemic Awareness-Segmenting syllables into individual speech sounds

Syntax: word order

Knowledge of syntax allows the individual to make judgments about meaning:

“Please sit in the chair”

Versus

“Chair the sit please in”

Knowledge of grammar assists in comprehension

Morphology Skill Development

Explicit Instruction in Structural Analysis Anglo-Saxon roots and affixes Latin roots and affixes Greek roots and affixes

Pragmatics-Use of language in context, serving a variety of communicative functions

Taking multiple perspectives Interpreting intent Recognizing subtext

Semantics-Aspect of language that governs meaning of words and word combinations

Vocabulary

Knowledge of word meaning

Schematic understanding: Background knowledge World knowledge Procedural knowledge

Interferences to Reading Based on Meaning

Use of previously stored knowledge about language and the world activated by longer discourse units:

sentences conversations paragraphs texts (Kamhi and Catts)

What is the Response to Intervention

Model?

Universal Screening Generally Effective Core Instruction Progress Monitoring Increasingly Intense Instruction

Based on Student Need

Greg Roberts, Northeast Regional Technical Center Webinar, May, 2007

Lexia and the RTI Model

Lexia Software is seamlessly integrated into the RTI Model

Teachers are able to successfully implement Lexia into their classroom after one training session

Immediately helps teachers create differentiated instructional groupings

Evaluating Instruction in the RTI Model

Immediate corrective feedback More time on activities that were

especially difficult/mastery of content before moving to the next lesson

More opportunities to respond Fewer transitions Setting goals and self-monitoring

Greg Roberts, Northeast Regional Technical Center Webinar, May, 2007

Evaluating Instruction in the RTI Model

Immediate corrective feedback Mastery of content before moving to the

next lesson/more time on activities that were especially difficult

More opportunities to respond Fewer transitions Setting goals and self-monitoring

Greg Roberts, Northeast Regional Technical Center Webinar, May, 2007

Immediate corrective feedbackVerbal prompts: Correct responses: “Good job”, “Cool”

Feedback to incorrect responses is designed to scaffold and support learning skills: “That’s not quite right ….”

“Let me help you think about that…”

Visual prompts:

Correct responses: Student receives a reinforcement

Incorrect responses: Student sees color coding of correct responses after errors.

Evaluating Instruction in the RTI Model

Use of color-coding to assist in correction

Immediate corrective feedback More time on activities that were

especially difficult/mastery of content before moving to the next lesson

More opportunities to respond Fewer transitions Setting goals and self-monitoring

Greg Roberts, Northeast Regional Technical Center Webinar, May, 2007

Evaluating Instruction in the RTI Model

More time on activities that were especially difficult/mastery of content before moving to the next lesson

Lexia software provides careful monitoring of performance with predetermined criteria built in to ensure mastery of content before moving forward through automatic branching.

Evaluating Instruction in the RTI Model

More time on activities that were especially difficult/mastery of content before moving to the next lesson

Teacher can turn off automatic branching and select an activity for more intensive practice.

Evaluating Instruction in the RTI Model

Speed of presentation regulated based on student performance

Additional visual prompt to model correct response

Student bar graphs indicating mastery of content

Immediate corrective feedback Mastery of content before moving to the

next lesson/more time on activities that were especially difficult

More opportunities to respond Fewer transitions Setting goals and self-monitoring

Greg Roberts, Northeast Regional Technical Center Webinar, May, 2007

Evaluating Instruction in the RTI Model

More opportunities to respond

Students quickly learn the structure of the task

Reinforcements are very quick—allows more time on task

Screens are cleanly and clearly organized without distracting elements

Evaluating Instruction in the RTI Model

Example of immediate reinforcement for correct response

Example of reinforcement at the end of an activity

Immediate corrective feedback Mastery of content before moving to the

next lesson/more time on activities that were especially difficult

More opportunities to respond Fewer transitions Setting goals and self-monitoring

Greg Roberts, Northeast Regional Technical Center Webinar, May, 2007

Evaluating Instruction in the RTI Model

Fewer transitionsStructured and systematic presentation—seamless transitions between units activities and levels and programs—not bouncing around—opportunity for teachers to specify units.

Irregular words—e.g., Sight Word Search (PR) across the levels.

Consistency in activities across levels—e.g., Sounds to Letters (PR) Levels 1 and 2

Evaluating Instruction in the RTI Model

K 1 2 3 4 5+

IOn Level or

Above

IIAt

Risk

IIISPED

Tier

2 timesPer Week

3-4 timesPer Week

5 timesPer Week

G R A D E

ER

Primary Reading

Strategies for Older Students*

Early Reading

Primary Reading

Strategies …

Early Reading

Primary Reading

Strategies …

Use20-30 Minutes

* Levels 4 & 5

Core

Supplemental

Intensive

Seamless Transition between Activities across Levels Sight Words Level 1

Seamless Transition between Activities across LevelsSight Words Level 2

Seamless Transitions between Activities across Levels Sight Words Level 3

Immediate corrective feedback Mastery of content before moving to the next

lesson More time on activities that were especially

difficult More opportunities to respond Fewer transitions Setting goals and self-monitoring

Greg Roberts, Northeast Regional Technical Center Webinar, May, 2007

Evaluating Instruction in the RTI Model

Setting goals and self-monitoring

Activity Selection bar graphs inform students of their progress and help them to think of themselves as learners who are continuously acquiring skills.

Student and Class Reports assist teachers in monitoring student performance and in setting appropriate goals.

Evaluating Instruction in the RTI Model

Student self-monitoring

Student sees himself as a learner acquiring skills

Evaluating Instruction in the RTI Model

Setting goals and self-monitoring

Intelligent agent behind the software helps to create detailed reports that can guide instruction

Questions

and

Discussion