Early Reading Intervention: Increasing Personnel Involvement with Paraeducators

1.EARLY READING INTERVENTION
INCREASING PERSONNEL INVOLVEMENT WITH PARAEDUCATORS

2. Claudia Reinfelds, Olathe, KS
3. AT-RISK
FAILURE OUTCOME
4. MORE THAN ONE IN EVERY THIRD CHILD EXPERIENCES SIGNIFICANT DIFFICULTIES LEARNING TO READ (JOHNSTON, MCDONNELL, & HAWKEN, 2008)
Reading problems elevate a childs odds of engaging in problem behaviors (Morgan, Farkas, Tufis, & sperling, 2008).
Early reading problems strongly predicted later reading problems.
Early behavior problems predicted later behavior problems.
Early reading problems predicted a general set of behavior problems.
One type of early behavior problem (poor self-regulation of learning) strongly predicted later behavior problems (Morgan, Farkas, Tufis, & Sperling, 2008)
Claudia Reinfelds, Olathe, KS
5. Prediction of
Childrens experiences prior to kindergarten correlated with their success later in school.Ramey and Ramey (2004) found that a high-quality preschool program not only reduced special education placement and grade retention numbers, but also improved students performance in reading and math in elementary and secondary school.
6. Limitation Factors
7. Social-Economical Predictor
Duncan and Seymour (2000) showed that low socio-economic status (SES) was associated with impairments in letter knowledge, as well as poor foundations in sight vocabulary and decoding strategies in young children (ages 4 to 8).
Slavin, Chamberlain, and Daniels (2007) indicated that 43% of disadvantaged students read below the basic level in middle school.
8. Anti-social Predictor
Antisocial behavior in schools can be influenced by:

Media violence,

9. Nature versus nurture, and 10. Family, community, and societal conditions (Walker, Ramsey, & Gresham, 2004).Claudia Reinfelds, Olathe, KS
11. Disabilities as a Predictor
Early language development:

General developmental disability

12. Hearing impairment, or 13. Neurological condition (Strickland, Ganske, & Monroe, 2002).Claudia Reinfelds, Olathe, KS
14. Limited Proficiency in English Predictor
It has been reported that 83% of teachers believed parents are failing to provide adequate and necessary support for their childrens academic success (Pearator, 2002).
Schools that rationalize their failure by blaming parents have failed to evaluate the effective classroom practices that can counter affect these predictors.
15. Research Based Early Reading Intervention
None of the previously mentioned factors (social-economic, anti-social behavior, disability, and/or English proficiency) are automatic barriers to literacy development (Strickland, 2002)
16. Using Emerging Literacy Skills to Identify Students
17. Early Identification Predictors (Lyytinen, Erskine, Tolvanen, Torppa, Poikkeus, Lyyinnen, 2006)
Common characteristic for students experiencing reading difficulties (Kamp, Abbott, Greenwood, Wills, Veerkamp, & kaufman, 2008
Double-Deficit Hypolthesis of Dyslexia
(Katzir, Kim, Wolf, Morris, & Lovett, 2008)

Phonological Awareness

To manipulate the sounds the language is made of (Griffith & Olson, 1992)
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Alphabet Knowledge or Naming Speed

18. Knowledge of names and sounds of visual graphicsClaudia Reinfelds, Olathe, KS
19. Early Reading Intervention
20. Explicit
The progress of the students, through an ordered acquisition of skills, needs to be clear and definite.
Menzies, Mahdavie, and Lewis (2008) recommended 3 types of instructional groups:phonemic awareness, decoding and fluency, and guided reading techniques.
21. Phonemic Awareness

Blending and segmenting tasks

22. Comparing sounds 23. Rhyming exercisesClaudia Reinfelds, Olathe, KS
24. Decoding and Fluency

Introduction of new words

25. Review of previously learned words.Claudia Reinfelds, Olathe, KS
26. Guided Reading

Choral readings

27. Independent readings 28. Dictation of words from the textClaudia Reinfelds, Olathe, KS
29. Intensive
How much and the concentration of the instruction

Uninterrupted work that is scheduled for continuity.

30. Clear message to pupils as to the importance of becoming readers. 31. 30 minutes, 3-4 days weekly (Kamps et al, 2008). 32. 60 minutes (Harn, Linan-Thampson, & Robers, 2008). 33. First graders with small group instruction combined with one to one tutorial (Vadasy, Sanders, Peyton, & Jenkins, 2002).

Early Reading Intervention: Increasing Personnel Involvement with Paraeducators

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