Phoneme Segmentation Fluency (PSF), Utilizing Response To Intervention (RTI)By Susan Black-NortonSouthern New Hampshire University

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RTI & PSF Framework and Subsequent Research ResultsResearch Question RTI Defined / PSF DefinedWhy RTI and PSF as framework for researchSchool & Classroom DemographicsStudent Assessments and IdentificationCriteria for Formation of Tier 2 Group Specific Targeted Instructions Data Analysis of Pre and Post Test of Yopp-Singer Test of Phoneme SegmentationFuture StrategiesRecommendations / Further Resources and Study IdeasReferences

Research Question:Does implementing RTI and establishing a targeted intervention for a small group of students at the Tier 2 level, result in higher outcomes for that targeted group?

RTI DefinedRTI Response To Intervention

Early / Identify & Support

Students with Learning & Behavioral Needs

Multi-Tiered Approach

Three Tiers

Tier 1Tier 1 High Quality Classroom Instructions, Screenings and Group InterventionsAt Risk Students Receive Extra Help During Regular School Day / Approx. 8 WeeksIn Regular ClassroomContinually Monitored for ProgressIf Progress is Not Made Recommendations to Tier 2Retrieved fromhttp://www.rtinetwork.org/learn/what/whatisrti

Tier 2Targeted Interventions / Increasingly Intensive InstructionsBased on Students Needs /Continually Monitored for ProgressSmall Group SettingLonger Intervention than Tier 1Possible Duration, as Long as Grading PeriodIf Progress is Not Made Recommendations to Tier 3Retrieved fromhttp://www.rtinetwork.org/learn/what/whatisrti

Tier 3Intensive InterventionsTarget Specific Skill DeficitIndividualized InstructionsIf No Progress During InterventionsStudent Receives a Comprehensive EvaluationConsidered - Individuals with Disabilities Education Improvement Act / IDEA (2004)Retrieved fromhttp://www.rtinetwork.org/learn/what/whatisrti

Phoneme Segmentation Fluency PSF

Breaking a word apart into its individual sounds(Phonemes)

Phonemic Awareness

Provides a Foundation for Phonics & Spelling

PSFOne of the more difficult phonemic awareness activity

RTI & PSF FrameworkRTI PSF

RTI and PSF

Classroom Demographics

Rural School in NHPK 4th Grade570 StudentsClassroom Researched: Kindergarten1 Student with IEP W/Para1 Student SL/OT/PT1 Student Legally BlindTotal of 15 Students Assessed4 Chosen for Tier 2 Group

Students Assessment and Identification

Criteria for Formation of Tier 2 GroupStudents Considered At RiskAt Risk Determined by Initial Data AnalysisYopp-Singer Test of Phonemic SegmentationIn Conjunction with Observational NotesChildren Who May Benefit From Small Group InstructionChildren Who Also Demonstrated Readiness for Small Group Instruction2 Girls and 2 Boys Chosen / One of The Boys Legally Blind

Specific Targeted InstructionsLesson One:

Modeling and Guided Practice

Small wooden animals in a sack.

This is a dog and it starts with /d/.

Girl (A) and Boy (B) Understood Initial PhonemeGirl (R) Understood a 1/3 / Boy (S) Understood 0, Got /s/ on Spider 1-1

Specific Targeted InstructionsLesson Three:Elkonin Boxes IntroducedUnsuccessfulUnsure of themselves Focus on Initial Phonemes More Word PlaysExample: /r/ /e/ /d/Slide Chips for Each PhonemeNext Slide Just Listen

Specific Targeted InstructionsLesson Five:Silly Song ChartVery SuccessfulChange Your NameExample; Susan to /T/ usanUsed: /t/, /d/, & /f/

Retrieved fromhttp://youtu.be/bSyXyouWsbU

Specific Targeted InstructionsLesson Six:Warm up / Word Play with Kinesthetic ApproachStretching Words Fingertips Lightly Touch the Floor for the First Phoneme Stretched up the Middle, They Say Second PhonemeReaching to the Ceiling They Sounded the Ending PhonemeUsed Their Names & Pets Names for RelevanceSuccessful(in the case of two phonemes a continuation of the second one towards the ceiling, or in three plus phonemes just the ending one as they reach towards the ceiling.).

Specific Targeted InstructionsLesson Seven & Ten:Hula Hoop Phonemic SegmentationVery Successful / Kinesthetic Approach(A) & (B) Able to Segment 2 Phoneme Word(s) and 3 Phoneme Word(s)(R) Able to Segment 2 Phoneme Word(s)(S) Able to Segment One 2 Phoneme Word

Retrieved Fromhttp://youtu.be/pywW8vne3d4

Tier 2 / Test Group

One Caveat? The Validity with One Students Results(R) was Happy, Albeit, Unfocused on the Summative Assessment Day.Would Like to Reassess her

Control Group

Analysis on Control Group(K) Was able to state of the first phonemes.Often did not Pronounce them Correctly /rah/ for /r/A Lot of Mistakes with Vowel /i/ for /ee/ and /ah/ for /e/(G) Lots of Mistakes /nah/ for /n/ and /da/ for /r/ *She sounded out last phoneme in word and did so incorrectly(M) Inattentive, Rubbing Eyes (M) Might be Responsive to a Kinesthetic Approach? Hula Hoops?

Future Strategies More Time, Extend to Grading Period4-5 Xs a Week ( Instead of the 2Xs)15-20 Per Session (Longer Than 20 Min. They Lose Focus)More Kinesthetic Approaches (Yoga?)Small Hula Hoops For Each StudentMore Songs and Word Plays.

Recommendations / Further Resources and Study IdeasBoy (S) Recommended for Tier 3 InstructionsUse RTI in Literacy InstructionsExtend RTI Framework for Other Areas Such as Math & ScienceExplore Lindamood Phoneme Sequencing Program (LiPS)Formerly Called the ADD ProgramIndividuals Become Aware of Mouth Actions Which produce Speech SoundsThen Able to Self- Correct in Reading, Spelling and Speech.

ReferenceBell, L. (1999). Lindamood- Bell Learning Proces

Q & A

ReferenceFixsen, D., Naoom, S., Blase, K., & Wallace, F. (2007, Winter/Spring). Implementation: the missing link between research and practice.The APSAC Advisor, pp. 410. Retrieved from http://www.rtinetwork.org/images/content/downloads/get%20started/fixsen.pdfGreenberg, P. (2006). Helping the Child Who Is Easily Distracted. Early Childhood Today, 21(3), 21.Hehir, T. (2014). Ensuring the success of students with learning disabilities. Retrieved fromhttps://www.youtube.com/watch?v=sIxTntbZts4McMillan, J. H. (2012). Educational research: Fundamentals for the consumer. Boston, MA: Pearson Education, Inc.

Continued:New Hampshire Department of Education. (2014). English language arts side-by-side alignment.kindergarten. Retrieved from http://www.education.nh.gov/spotlight/ccss/side-by-side-english.htmPrasse, D. P. (n.d.). Why adopt an RTI model? Retrieved fromhttp://www.rtinetwork.org/learn/what/whyrtiRiel, M. (2010). Understanding Action Research, Center For Collaborative Action Research. Pepperdine University. Retrieved from http://cadres.pepperdine.edu/ccar/define.html.Riley, C. (2014). What is a multi-tier system of support? (MTSS) Retrieved fromhttps://www.youtube.com/watch?v=IjyzTNfwdCU

Continued:RTI. (2014). Action network. A program of the national center for learning disabilities. Retrieved from http://www.rtinetwork.org/learnRTI. (2010). Data in action. Retreived fromhttps://www.youtube.com/watch?v=04-fDELnReETompkins, G. E. (2014). Literacy for the 21st century: A balanced approach. Upper Saddle River, New Jersey: Pearson Education, Inc.