Essentials of Evidence-Based Academic Interventions

November 21, 2013Chapters 6, 7, 8, 9, and 10

Heidi Hahn and Jennie StumpfRegions 5 and 7 SLD Trainers

AgendaChapter 6 – Spelling Chapter 7 – Handwriting and Written

ExpressionChapter 8 – Basic Math SkillsChapter 9 – Math Problem SolvingChapter 10 – Relevance of Cognitive Abilities

to Academic Interventions

Please watch for a follow-up survey in your e-mail

Spelling Development“Reading requires only recognition, whereas spelling requires the complete recall of every letter in the correct sequence.”

Characteristics of children with Spelling DifficultiesWeakness in phonemic awarenessDifficulty understanding spelling rulesDifficulty with word structure and letter patternsVisual memory problem specific to letters and

words

Chapter #6 - Spelling

Phonology: knowledge of speech soundsOrthography: knowledge of spelling patternsMorphology: knowledge of meaning unitsVocabulary: knowledge of word meanings

Regular Words – words that conform to the most common English spelling patterns and rules

Irregular/Exception Words – one or more elements to do not conform to the common English spelling patterns (i.e. sight words)

Language Components of Spelling

Emergent or Prephonemic – Preschool to Kndg“Understands that letters communicate meaning and can be

written.”

Early Letter Name/Semiphonetic – Kndg. – 2nd Grade“Child has discovered the alphabetic principle & developed

some knowledge of sound-letter relationships”

Middle to late letter name/phonetic (early 1st – late 2nd gr.)

“Represents both consonant and vowel sounds; usually writes one letter for each sound.”

Developmental Stages

Within word pattern spelling/transitional (1st-4th)

“mastered most diagraphs and consonant blends………”

Syllables and affixes spelling (Upper Elem – MS)“spelling of multisyllabic words”

Derivational relations spelling (MS – Adulthood)“Still lack knowledge of word derivations…….focus on the

relationships among word structures, word origins and word meanings”

Development Stages - Continued

Are the sounds of words in the correct order?Is there an omittion or addition of certain

sounds from words?Did they spell the irregular elements of

words correctly?Are there vowels in every syllable?Did they spell the homophones correctly?Did they spell the common affixes correctly?Do they understand how to form plurals and

change verb tense?

Analyzing Spelling Errors:

Segmenting spoken words into their soundsMatching the sounds to the letter

correspondencesSpelling common orthographic patternsLearning and practicing common spelling rulesSpelling irregular words with emphasis on the

irregular partsAdding affixes to wordsSpelling different syllable typesSpelling word derivativesLearning about word origins

Effective Instruction

Word SortsSpelling Rules – Page 130Spelling TestsSpelling Flow ListsIndividualized accommodations – certain

words for certain students – needsSpelling irregular wordsMultisensory spelling method**Commercial Spelling programs – p. 134**Spelling related Web Sites – p. 135

Model Instruction:

Chapter 6 – Spelling Any final questions related to spelling?

Chapter 7 – Handwriting and Written Expression

Writing is a complex task that requires the integration of multiple cognitive, linguistic and motor abilities

Writing may be the most complex task students are asked to perform in school because of the integration of so many different skills

Many students with writing difficulties can formulate clear, coherent ideas, but they then have trouble translating these thoughts into written form

Chapter 7 – Handwriting and Written Expression

Writing involves:Low level transcription skills

Handwriting, spelling, punctuation, capitalization, and grammar

High level composition skills Planning, content, organization and revision

It is estimated that 60% of medication errors result from illegible handwriting or transcription errors

Chapter 7 – HandwritingHandwriting

While technology certainly is used for a large portion of writing, the need for legible handwriting has not disappeared

There has been a decreasing emphasis on handwriting instruction and competence over the past several decades

Only 12% of teachers have even taken a course in how to teach handwriting

Hand writing has been identified as an important predictor of the quality of written expression

Fluent, automatic handwriting has been linked to the quality of compositions

Chapter 7 – HandwritingIf a student has to think about letter

formation and production, the quality of the written expression will suffer because cognitive resources are focused on how to write rather than what to write

Children in Kindergarten – Fourth grade think and write at the same time. Only later do students begin thinking about their writing apart from their handwriting

Chapter 7 – HandwritingCharacteristics of Students Struggling with

HandwritingPoor motor abilities or coordination problemsDifficulty with memory of letter forms Weakness in orthographic processing (coding)

Store and retrieve sound-symbol associations

Poor handwriting is an early warning sign of students at risk for problems with written expression

Automatic letter writing has been found to be the best predictor of composition length and quality

Chapter 7 – HandwritingEffective Handwriting Instruction

Formal handwriting instruction is most effective

Lessons should be short, 5 to 10 minutes, and followed by an opportunity to use handwriting in a meaningful manner

Teach: Letter formation (page 144) Keyboarding and Technology (page145)

Chapter 7 – HandwritingFormation

Writing Aids Pencil grip or weight Raised-line paper

Commercial Writing Programs Handwriting Without Tears

Developmentally based, flexible curriculum for teaching handwriting to children in preschool through grade 5

Chapter 7 – HandwritingKeyboarding and Technology

Keyboarding skills should be taught to children beginning in first grade, especially those children who struggle with handwriting Mavis Beacon Teaches Typing

Speech Recognition Software Dragon Naturally Speaking (translates speech into

text)

Chapter 7 –Written ExpressionWriting is often called the “Neglected R”

because it ahs not received the same intensity of focus from researchers, educators, or legislators as reading or math

It is estimated that states spend one quarter of a billion dollars annually to remediate employees’ writing difficulties

Chapter 7 –Written ExpressionCharacteristics of Students Struggling with

Written ExpressionLack awareness of what good writing is and do

not know how to produce itLack knowledge of text structures (genre) and

contentDo not plan before or during writingDo not monitor their own performance Show poor attention and concentration Limited language skills (vocabulary, syntax,

morphology)

Chapter 7 –Written ExpressionCharacteristics of Students Struggling with

Written Expression continued:Students struggling in writing have coexisting

difficulties in other areas Writing problems are frequently present in students

with attention problems, possibly due to the number of elements that must be integrated and attended to when writing

Students with reading difficulties often exhibit difficulties in writing because of the common perceptual and linguistic demands required of both tasks

Chapter 7 –Written ExpressionOften times a student’s writing difficulties

are not noticed until about fourth grade because it is at this point that writing demands increase from minimal level (providing single word responses or filling in blanks) to higher-level demands (composing)

Chapter 7 –Written ExpressionEffective Written Expression Instruction

The quality of instruction students receive has a major impact on writing achievement

Teach the Writing Process (page 150 – 151) Prewriting Writing/Drafting Revision Editing Publishing


Three Effective Elements for Improving Written Expression (page 151 – 152) Use a framework of planning, writing, and revising Explicitly teach critical steps in the writing process Provide relevant feedback on what is taught

Ten Recommendations for Improving Writing (page 153)


Strategy Instruction Self-Regulated Strategy Development (SRSD) (page 153

– 154) A writing strategy approached that is a supplemental

method designed to help students learn, use, and adopt the strategies of a skilled writer

Build Writing Vocabulary Teach Text Structures

Narrative Writing Expository Writing

Teach Revising and Editing Strategies (page 157 – 160)


Technology (page 161) Draft: Builder, Co-Writer, Write: Outloud, Read: Outloud

Writing Workshop Focuses on the process of writing more than the end

product High quality workshops should include:

Explicit modeling Frequent conferencing High Expectations Flexibility Cooperative learning Self-regulation


Writing portfolio (page 162)Writing frames (page 162)Graphic organizers (page 162)Writing Prompts (page 163)Provide Models (page 163)

Chapter 7 –Written ExpressionExample Accommodations of Instructional

MaterialsHighlight key words or phrasesSimplify language used in writing promptsUse graphic organizers and procedural checklistsDisplay mnemonic strategies in the classroom so

students can access these cutesDevelop individual spelling lists and have students

keep personal dictionaries of troublesome wordsProvide (as needed) pencil grips, raised or colored

line paper, personal alphabet strips, and paper positioning marks on a student’s desk

Chapter 7 –Written ExpressionExample Modifications of Task Demands

Increase time to complete tasksDecrease length or complexity of writing assignmentUse text frames (partially completed text)Reduce or eliminate copying tasksPermit use of dictation or a scribePermit use of a word processorUse technology supports (spell checker, voice

recognition, semantic mapping, outline software)Allow other means of demonstrating assignment

(oral versus written)

Chapter 7 –Handwriting and Written Expression Summary

Writing is a highly complex task that is susceptible to difficulties in a multitude of areas

Students must be proficient and automatic with the low-level foundational skills of handwriting and spelling in order to build fluency and free cognitive resources for the higher-level tasks of planning, composing, and revising

The most effective writing instruction is explicit instruction When combined with explicit strategy instruction, students

experience more success in developing the writing skills needed to clearly convey their ideas, feelings, and their knowledge

Chapter 7 – Handwriting and Written Expression Any final questions related to handwriting

and written expression?

Chapter 8 – Basic Math SkillsDifficulties with math have received less

attention from researchers and educators than have difficulties with reading

Between 5 and 8% of school-age children

have significant problems with math

More than 60% of students identified as having a learning disability in reading are also achieving below grade level in math

Chapter 8 – Basic Math SkillsDifficulties with math may result from

numerous sources, including impairments in:Working memoryProcessing SpeedLanguageAttentionSequencingSpatial skillsReasoning

Chapter 8 – Basic Math SkillsA student’s success in math reflects the

efficacy of the instruction and can be negatively impacted by:Poor teachingThe design and materials of the curriculum

**Due to the cumulative nature of math with one skill building on another, poor instruction at any level may impede future success

Chapter 8 – Basic Math SkillsSpecial education training programs and

professional development opportunities focus disproportionally on the delivery of reading rather than math interventions

Both special and general educators take few courses in methods for teaching math and are often inadequately prepared to teach math skills, particularly at the secondary level

Chapter 8 – Basic Math SkillsSome curriculum designs can be especially troublesome

for students that struggle with mathSpiraling curriculums

Introduces a number of important concepts and then returns to those concepts in successive years

In one year, the time devoted to a concept may be too limited for students that do not learn readily

Teaching to mastery Doesn’t allow ample opportunities to practice “mastered”

skills so it may leave to a false conclusion about the student’s true skill level

Frequently, a struggling student’s performance is uneven – the student demonstrates proficiency one day but not the next

Focusing on procedures versus understanding Focus on learning the algorithms instead of developing

concept understanding

Chapter 8 – Basic Math SkillsCharacteristics of Individuals Struggling with Basic

Math SkillsDifficulty storing and retrieving basic math facts Cognitive problems

Long term memory Memory span Working memory Attention Processing speed

Weaknesses in oral language abilities

Students who struggle with basic math computations also have difficulty completing math problems that involve multiple steps

Chapter 8 – Basic Math SkillsNumber Sense

The child’s fluidity and flexibility with numbers, as well as understanding of what numbers mean and their relationships to others

Foundational skill that serves as a prerequisite for math success

Usually develops during the preschool years and most children have an initial understanding in place by the age of 4 or 5

No one best way to teach Use of problem-centered curriculum that emphasizes

student interactions and self-generated solutions has shown to be effective

Chapter 8 – Basic Math SkillsMath Facts and Fluency

Drill and practice approaches are frequently recommended for helping students master math facts

As children work on building automaticity of facts, they should continue to receive instruction in more complex computation and problem solving. Give them supports such a pocket sized fact chart to

reference

Chapter 8 – Basic Math SkillsEffective Instruction (page 174 – 180)

Direct, explicit instruction with cumulative review Most effective instructional approach for teaching basic or

isolated skills Demonstration or modeling by the teacher, followed by

guided practice with immediate feedback, and then independent practice to master the skill

Strategy instruction Strategies need to be taught and practiced in a clear,

explicit manner Mnemonics, visual images, flashcards, rhymes, etc.

Practice Board games, computer-assisted instruction, self-correcting

materials, cover-copy-compare,

Chapter 8 – Basic Math SkillsConcrete Representations

Illustrate math concepts with concrete objects or manipulatives

Children can develop mental images of math conceptsCan be helpful at any age, especially when introducing a new

math concept

Concrete-Representational-Abstract (CRA) Instruction begins at the concrete level, transitions to a semi

concrete or representational level (pictures) and then evolves to the abstract level (numerals, symbols)

Students may require up to seven lessons at the concrete and semi concrete levels before being able to handle abstract-level problems

Chapter 8 – Basic Math SkillsExplicit Timings

1 minute timings Provide students with a worksheet of problems that

cannot be completed within 1 minute Have students complete as many problems as they

can within the minute Ask students to stop after 1 minute Score the sheet by counting the number of correct

and incorrect digits written Plot the total number of correct digits on a graph

Chapter 8 – Basic Math SkillsOther effective teaching methods (pages 185

– 190)Reciprocal Peer Tutoring Peer-Assisted Learning Strategies and Cross-

Age TutoringCommercial Products

Number Worlds PALS Math TouchMath Structural Arithmetic Software and Web-based Resources

Chapter 8 – Basic Math SkillsError Analysis

One of the most effective ways to help resolve a student’s errors on basic math computation

Analyze any mistakes on standardized tests, classroom exams, school papers, and homework assignments

Determine the reasons why a student missed a certain problem

Students will continue to make the same types of errors unless intervention occurs

If you can’t figure out why a student missed a problem, ask the student to explain step-by-step what they were doing to solve the problem

Chapter 8 – Basic Math SkillsMonitor Student Progress

Helps students become more aware of their growth

Provides teachers with valuable information about the effectiveness of their instruction and whether or not adjustments are needed

Having students chart their own progress not only motivates the students, but it also frees the teacher from this task

Chapter 8 – Basic Math SkillsAny final questions related to basic math

skills?

Chapter 9 – Math Problem SolvingMath is one of the most challenging academic

areas because it is comprised of numerous domains that continue to increase in complexity

Almost 1/5 of the U.S. population experiences high levels of math anxiety

Research has found that individuals struggling with math often use immature behaviors, such as counting on their fingers

Over 30% of individuals diagnosed with ADHD are also diagnosed with math learning disabilitiesDue to working memory and executive function

problems

Chapter 9 – Math Problem SolvingCharacteristics of Individuals Struggling with

Math Problem SolvingNo clear research on what the characteristics

are for students struggling in math problem solving

May include: Processing speech Short-term memory Working memory Oral language abilities Race and poverty Executive functions (planning, inhibiting responses,

shifting attention, and monitoring strategies)

Chapter 9 – Math Problem SolvingAlthough problem solving is recognized as a

critical element of mathematics by researchers and national organizations, the emphasis in classrooms, especially special education classrooms, continues to be on memorization of facts and computational procedures.

Little time is spent on developing the conceptual and procedural knowledge and strategies necessary for problem solving

ProblemsInstructional timeTextbooks

Chapter 9 – Math Problem SolvingTeachers state that word problems are the most

problematic math problems for students Students struggle with following the multiple steps of

the problem and understanding exactly what the problem is asking them to do

Effective problem solving requires that an individual can:Represent the problem accuratelyVisualize the elements of the problemUnderstand the relationships among numbersUse self-regulatingUnderstand the meaning of the language and vocabulary

Chapter 9 – Math Problem Solving10 Effective Instructional Practices that Improve

Math Achievement1. Opportunity to learn: provide ample math

exposure and practice2. Focus on meaning: teach important math ideas3. Problem solving: build conceptual understanding

to improve procedural knowledge4. Opportunities to invent and practice: provide time

for student to invent ways of solving problems and to apply skills being learned

5. Openness to student solutions and student interactions: use understanding of how students construct knowledge

Chapter 9 – Math Problem Solving10 Effective Instructional Practices that Improve

Math Achievement6. Small-group learning: provide cooperative learning

activities7. Whole-class discussions: encourage sharing of

various student solutions8. Focus on number sense: help students determine

reasonableness of solutions9. Use of concrete materials: provide manipulatives to

increase student achievement10. Use of calculators: encourage the use of

technology to increase student achievement and improve attitude

Chapter 9 – Math Problem Solving Effective Teaching Methods (page 204 – 217)

Direct/Explicit Instruction Cueing, modeling, verbal rehearsal, and feedback

Strategy Instruction Self-instruction, self-questioning, self-checking Problem-Solving strategies (page 207)

Schema-Based Strategy Instruction Teaches procedural and conceptual understanding

related to mathematical word problem solving Concrete-Representational-abstract (CRA)

Instruction begins at the concrete level, transitions to a semi concrete or representational level (pictures) and then evolves to the abstract level (numerals, symbols)


Demonstration Plus Permanent Model Used to teach long division The teacher first demonstrates the steps and then this

becomes a permanent model to help students solve similar problems

Mnemonic Strategies (page 210 – 211) STAR (steps to solve word problems) DRAW (used to solve addition, subtraction, multiplication,

and division problems) ORDER (to remember which operation should be solved

first) EQUAL (greater than, less than, and equal to) Please Excused My Dear Aunt sally (executive operations)


Technology Calculators, videos, computers and web-based activities

Commercial Products ** Everyday Math I CAN Learn Pre-Algebra and Algebra (

www.icanlearn.com) Saxon Middle School math Classworks

**These were determined to have potentially positive effects on math achievement for students

Summary – Math DisabilitiesExisting research in mathematics suggests that

instructional practices are more important and effective in teaching math than any curricula

A direct/explicit instructional approach is most effective for teaching basic math skills.

Strategy instruction is most effective for improving students’ math problem solving skills

Chapter 10 – The Relevance of Cognitive Abilities to Academic Interventions LOTS of great information – worth reading the entire chapter

Final ThoughtsQuestions? Comments?

Follow-Up Survey in an e-mail sent by Jennie. By completing the survey you will receive

your CEU’s

Contact Information Heidi Hahn: [email protected] Jennie Stumpf: [email protected]

BooksIf keeping the book, please send a check for

$31 to

SLD Project% NJPACheryl Husman202 12th St NEPO Box 219Staples, MN 56479

BooksIf not keeping your book, it can be returned

to:Fran Johnson

1248 7th Avenue NSauk rapids, MN 56379

Or

Dropped off at Benton Stearns Ed District in care of Fran Johnson

Essentials of Evidence-Based Academic Interventions

Documents

Transcript of Essentials of Evidence-Based Academic Interventions