Rachel German Mar. 13, 2013 INTERVENTION REVIEW: READING IN K-2
Extensive amount of empirically-supported interventions Reading Early intervention 4 major focus areas Alphabetics Reading achievement Reading comprehension Reading fluency OVERVIEW OF INTERVENTIONS (US Department of Education, n.d.)
Effective interventions don’t have to be expensive Gains can be seen from early interventions through at least 2 nd grade 4 essential elements of effective early interventions: Phonological awareness, decoding, & word study Guided and independent reading Writing exercises Practicing comprehension strategies during reading Group size and frequency are important considerations OVERVIEW OF INTERVENTIONS (Scammacca et al., 2007)
Phonics-based early reading for K-2 Program materials include handbooks, lessons, books, sound cards, manuals, etc. $89.95 for Kindergarten $ for First/Second Grade One-on-one tutoring session Theories: Phonics-based Early intervention Individualized instruction Combination of individual oral reading and specific instruction on target areas of need SOUND PARTNERS: OVERVIEW (Cambium Learning Store, 2013a)
High-need Significantly struggling in reading Needs more structured/individualized attention Maybe with ADHD SOUND PARTNERS: CHARACTERISTICS OF TARGET GROUP
30-minute sessions 4x per week Sessions consist of 4-8 short activities Change throughout intervention Instruction includes: Letter-sound correspondences Phoneme blending Decoding and encoding phonetically regular words Reading irregular high-frequency words Last 15 minutes per session: oral reading practice Progress Monitoring: Tests given every 10 lessons SOUND PARTNERS: IMPLEMENTATION (What Works Clearinghouse, 2010, p. 2)
Individualized Intensive Single tutor 30 minute sessions 4x per week Tier II or Tier III Depending on school system structure SOUND PARTNERS AND RTI
SOUND PARTNERS: EMPIRICAL SUPPORT (What Works Clearinghouse, 2010) Review of 7 studies 442 students Grades K-1
Peer-tutoring program for grades 1-8 Designed for any content area Sold by Cambium Learning as “Together We Can” Program materials include book with reproducible & dry-erase posters $61.96 Class-wide or small-group/partners Also a computer version Theories: Teaching as a form of learning Shared responsibility Interactive, fun, and competitive CLASSWIDE PEER TUTORING: OVERVIEW (Cambium Learning Store, 2013a)
All students in class Can pair low-achieving students with high-achieving students Or high with high and low with low Teacher can structure lessons depending on class demeanor, environment, personality, etc. CWPT: CHARACTERISTICS OF TARGET GROUP
30-minute sessions per day 20 minutes for tutoring 10 minutes for material preparation Every Monday: Students paired up into partners One partner assigned to Team A, one partner assigned to Team B Throughout the week: Partners tutor and test each other Partners reward points for correct answers Progress Monitoring (every Friday): Students individually tested on previous week’s material Students individually pre-tested on next week’s material CWPT: IMPLEMENTATION (What Works Clearinghouse, 2007, p. 1- 2)
Group-based Interactive Tier I or Tier Ii Easy to implement and provides fun learning environment CWPT AND RTI
CWPT: EMPIRICAL SUPPORT (What Works Clearinghouse, 2007) Review of 1 study for early literacy Consisted of 416 students
Used 416 first-grade students from original study 303 remained Divided into three groups: High-risk/low SES treatment group Received CWPT in reading (and math) from grades 1-4 High-risk/low SES control group Non-risk/high SES index group Even after two years with no treatment/intervention: High-risk treatment group were 31% higher than control group No difference seen between non-risk index group & treatment group CWPT: LONGITUDINAL EFFECTS (Greenwood, Terry, Utley, Montagna, & Walker, 1993)
Cambium Learning Store: Sopris Learning. (2013). Sound partners. Retrieved from Cambium Learning Store: Sopris Learning. (2013). Together we can. Retrieved from Greenwood, C. R., Terry, B., Utley, C.A., Montagna, D., & Walker, D. (1993) Achievement placement and services: Middle school benefits of ClassWide Peer Tutoring used at the elementary school. School Psychology Review, 22(3), Scammacca, N., Vaughn, S., Roberts., G., Wanzek, J., & Torgesen, J. K. (2007). Extensive reading interventions in grades K-3. Retrieved from US Department of Education: Institute of Education Sciences. (n.d.). What works clearinghouse. Retrieved from What Works Clearinghouse. (2007). WWC intervention report: ClassWide peer tutoring. Retrieved from What Works Clearinghouse. (2010). WWC intervention report: Sound partners. Retrieved from REFERENCES