The Virginia Intervention Model: Evaluating Its Effectiveness for Struggling Readers Who Speak English as a Second Language 1

University of Utah Reading Clinic Granite School District Kathleen J. Brown, Darrell Morris, Matt Fields, Stacey Lowe, Debbie Skidmore, Debbie Van Gorder, Connie Weinstein, Julie Robertson, & Ursula Brock 2

Theoretical Framework n Virginia Model of Intervention: Early Steps/Book Buddies = effective for at-risk G1 students in embedded, implicit, and explicit code classrooms Next Steps/Howard St. = effective for struggling G2-3 students when delivered by volunteers, certified teachers, or teacher aides (Brown, Morris, & Fields, 2002; Brown et al., 2000; Morris, Shaw, & Perney, 1990; Morris, Tyner, & Perney, 2000; Santa & Hoien, 1999) 3

Theoretical Framework n Virginia Model of Intervention: –guided instructional level –systematic, isolated code instruction –fluency instruction –(for ES, add p.a. instruction) –(for NS, add “read to” for comp/vocab) (Brown, Morris, & Fields, 2002; Brown et al., 2000; Invernizzi, Rosemary, Juel, & Richards, 1997; Morris, Shaw, & Perney, 1990; Morris, Tyner, & Perney, 2000; Santa & Hoien,

Research History: n 1999/ Early Steps pilot n 2000/01 – Early Steps Follow-up; Next Steps pilot n 2001/02 - Next Steps w/ strictly ELL 5

Research Questions: n Is Next Steps effective for struggling readers above G1 who are classified as ELL? n Can Next Steps be delivered effectively to ELL students by non-certified educators, who are supervised by an intervention specialist? 6

Method n N = 111 G2-G6 students from 8 Title 1 schools identified by school as ELL n 92% ethnic minority; 78% free or reduced lunch; 100% ELL n NS and Control students equivalent at baseline; reading level = “primer” 7

Method n Next Steps Intervention (Tx) –1-on-145 min. 2x per week – guided reading at instructional level – word study – fluency training (rate + accuracy) –“read to” for comprehension/vocab dev. n Title 1 Intervention (Control) – min. daily small group, some 1-on-1 – reinforce Open Court 8

Research Questions: n Is Next Steps effective for struggling readers above G1 who are classified as ELL? 9

Method n Measures –NSSI Passage Reading 90% accuracy, grade level rate, comprehension –WRMT (Woodcock Reading Mastery Test) n ANCOVA –Pretest scores used as covariates –Analyses: Next Steps Treatment vs. Control Certified vs. Non-Certified Instructor Non-Certified Instructor vs. Control 10

Passage Reading Level Coding Pre-Primer Reading Level Primer 1.2 (late G1) 2.1 (early G2) 2.2 (late G2) Code # 12

Results: Next Steps vs. Control a almost end G2 b almost early G2 Note: pretest scores used as covariates 11

Results: WRMT Percentiles 14

Results: WRMT Percentiles 15

Discussion n Next Steps is effective at helping ELL readers above G1--even in Open Court classrooms n Next Steps students gained approximately 1 year’s growth in reading ability in only 45 sessions n Contrast this with control students who gained only 1/2 year’s growth in well over 100 sessions 16

Discussion n What makes Virginia model effective? –1-on-1 –targets instructional level –systematic, isolated decoding instruction –fluency work –pacing: “raise the bar” ASAP –time on task (packed 45 min.-->1 hour/week reading aloud on level w/feedback)

Limitations n intervention format differences –tx = all 1-on-1 –control = some 1-on-1; mostly small grp FAVORS TX GROUP! –Control = 120+ minutes –tx = 45 minutes FAVORS CONTROL GROUP! 21

Research Questions: n Can Next Steps be delivered effectively to ELL students by non-certified educators, who are supervised by an intervention specialist? 17

Results: Non-Certified vs. Control a middle G2 b almost early G2 18

Results: Certified vs. Non-Certified a almost end G2 b middle G2 19

Discussion n Next Steps can be delivered effectively to ELL students by non-certified educators –with supervision from intervention specialist n Next Steps students tutored by non-certified educators significantly outperformed control students on all measures n No significant differences between Next Steps students tutored by certified and noncertified educators 20

Discussion n What accounts for effectiveness of non-certified personnel? –all participants supervised by IS –high experience level –practicum model = ongoing mentoring modeling observation feedback 22

Discussion n ELLs present complex issues; must resist “label” –Porfirio: G3 = late G1 reader--> 1 yr of NS-->late G2 reader-->no intervention-->now in G5 = G6 reader –Juan: G5 = late G1 reader--> 1 yr of NS -->still late G1-->1 yr of OG-- >now in G6 = late G2 reader 22

Future Research n Does performance trajectory continue at desired levels when Early Steps is followed by Next Steps in grade 2? n How does the “size of the group” impact the effectiveness of the Virginia Model? To what extent is it effective in pairs? small group? n Does group size interact with severity of reading difficulty? Who really needs 1-on-1 and who can “make it” with pair or even small group instruction? 21