1. READING
“Reading does not develop naturally and calls on specific areas in the brain for language processing. Reading is highly dependent on language development and quality instruction. Teachers with a strong foundation of knowledge enhanced by scientifically based reading research, from which to make judgments about what to teach, how to teach it, when to teach it, and to whom ensure a successful outcome when working with all students but especially with students at risk of failing to learn to read or with those who have already fallen behind…Appropriate instruction is language based—intensive, systematic, direct, and comprehensive…”
J. Birsh
Multisensory Teaching of Basic Language Skills, Birsh

2. Objectives Look at the five components of reading
Review foundations of DIBELS assessment
Interpret DIBELS student data
Create an effective instructional plan for students based on data
Use strategies and materials effectively in intervention activities

3. Prevention…
One of the most significant findings is how important early intervention is to averting later problems for students at risk of reading difficulties (Torgesen 2004.)
It is considerably more efficient and effective to deliver intervention earlier rather than later in the elementary school years (NICHD)…it takes four times as long to remediate a student with poor reading skills in fourth grade as in late kindergarten or early first grade (Lyon & Fletcher 2001.)
That means the earlier we can provide reading help to a student, the less time that student will need to catch up (Hall 2006)
DIBELS is a predictor of reading success, the data should be used to guide instruction…

4. Components of an Effective School-wide Literacy Model
Assessment
-Assessment system for:
Identifying students
Planning instruction
Monitoring program
Evaluating outcomes
Curriculum and Instruction
-Research-based programs
-Adequate instructional time
-Differentiated flexible groups
Goals:
-student success
-100% of students will read
Literacy Environment and Resources
-Strong leadership
-Integrated system of professional development
Reproduced by permission from Good & Kaminiski, Dynamic Measurement Group, Mentoring Workshop, 2006

5. What does DIBELS tell us?
Outcome: effectiveness of program
Screening: identify students at risk
Diagnosis: Information to guide instruction
Progress Monitoring: on-going assessment

7. DIBELS Measures
K-4th
K-2nd
1st-4th
K-1st
1st-4th
1st-4th

8. Grouping Students Nine Step Process
PREPARING TO GROUP STUDENTS
Identify the benchmark students and set them aside
Determine which indicator to use for sorting intervention students
Rank order intervention students by selected indicator
GROUPING STUDENTS
Form a group among the lowest students
Form a group among the highest students
Place remaining intervention students in a group
REFINING GROUPS
Look for students who need practice with an excluded skill
Look for any benchmark students who may have been missed
Find any exceptionally high students

9. CREATING GROUPS…

10. Let’s Practice
Using the data from your class list create groups listing:
Time-Tier II and Tier III
Group (size)
Area of intervention (later we will add strategies)

11. HERE IS THE PLAN Core Program (RTI – tier I)
Daily instruction focused on 5 Big Ideas
(meets the needs of 80% if students)
Strategic students (RTI – tier II)
Additional small group (3-5) instruction with explicit focus on target skill
Intensive students (RTI – tier III)
Additional more intensive small group (1-3)
intervention with systematic, explicit instruction
P 113

12. P 125

13. Intervention Activities, p. 174-LNF_K
Singing (turtle, person, rocket)
Other tunes…
Matching Letters (Alphabet Arc)

14. Phonemic Awareness
The ability to hear and produce individual phonemes

15. Interventions for ISF p 188-213
Syllables (Clap, Snap, Tap / Syllable puzzles)
Rhyming
Sound Dominos
Initial Sound Sort / Picture Card Sort
Turtle Talk
Tap and Sweep
Say It and Move It
Addition
Substitution
Page 149
Create sound dominos (initial sound pictures and tongue depressors)
Cut out turtle, girl, and rocket

16. Let’s create a plan…
The objective is to move the student as quickly as possible up the phonological awareness continuum to phonemic awareness…(p 142)
Student Data
List of activities
Specific sounds or words to use for reading and spelling
Allocation of staff
Allocation of time
Insert plan from Roland & Ruth

17. Phonics Alphabetic Principle
The ability to recognize the relationship between the letter symbol and the letter sound
“…systematic phonics instruction is the direct teaching of a set of letter-sound relationships in a clearly defined sequence. The set includes the major sound/spelling relationships of both consonants and vowels.” NRP, Put Reading First
Nonsense words because…
-if real words, could be from memory???
Never Ever use the DIBELS materials for practice!
Don’t teach the test – teach the SKILL!
I’ve Dibel’d, p 275

18. Interventions p 221-246 Letter-Sound Cards Touch and Say (blending….)
Stamp Mat
Word Chains
Multisyllabic words
Decodable Text
Cut apart cards, Make stamp mats
Give away a beach ball

19. Oral Reading Fluency
The results suggest that the three separate components of oral reading ability (accuracy, rate and fluency) are very much related to each other and to reading comprehension, as measured by the main NAEP assessment. “Fluent” readers in this study were likely to read higher percentages of words accurately, to read the passage at a faster rate, and to have scored higher, on average, on the NAEP reading assessment than “nonfluent” readers. More than one-half of the students read the passage fluently, with a fairly high degree of accuracy, and at a rate of at least 105 words per minute. However, a group of students whose average scale score and labored oral reading performance suggested they were struggling also demonstrated, on average, the lowest performance on measures of accuracy, rate, and fluency.
Executive Summary from the 2002 National Assessment of Education Progress (NCES) which includes a report from the NAEP 2002 Special Study of Oral Reading (fourth-graders)

20. What is Oral Reading Fluency?
Fluency is the ability to read a text accurately and quickly. When fluent readers read silently, they recognize words automatically. They group words in ways that help them gain meaning from what they read. Fluent readers read aloud effortlessly and with expression. Their reading sounds natural, as if they are speaking.
Armbruster et al. 2001,22, NRP Put Reading First
I’ve Dibel’d…p. 247

21. What causes dysfluent reading?
Low proportion of words recognized by sight
Variations in processing speed of known words
Low speed when reading unfamiliar words
Using context to identify words
Low speed when identifying word meanings

22. Interventions for ORF p 253
Repeated oral readings (Read Naturally)
Partner read
Echo read
Fluency drills
Fluency phones “Self-phones”

23. Interventions for Vocabulary p 263
Robust Vocabulary Instruction
Colors and Shapes of Language
Vocabulary Map
Human Word Web

24. Comprehension
“The goal of all reading instruction is to help students ultimately be able to read fluently with comprehension.” Hall, 2006

25. Effective Comprehension Instruction
Direct explanation
Modeling
Guided Practice
Application
I’ve Dibel’d…,p 272

26. Framework for Reading Comprehension Lesson Plan
Understandings Students Should Extract or Construct
Text Problems to be Addressed
Before Reading Preparation for Students
During Reading Preparation for Students
After Reading Preparation for Students
I’ve Dibel’d, p

27. Intervention p 273 K-W-L Chart Green, Yellow, and Red Question Cards
Making a movie
Compare and Contrast
Cause and Effect
I’ve Dibel’d, p

28. Let’s Put It All Together…
Accurate assessment
Diagnosis student need
Create a plan for intervention
Tool-kit ready for action
Progress Monitor
Change strategies when student is not progressing…Don’t wait
Reading success is the goal-100% Literacy

29. YOU are the KEY DID is a word of achievement;
WON’T is a word of retreat
MIGHT is a word of bereavement
CAN’T is a word of defeat
OUGHT is a word of duty
TRY is a word each hour
WILL is a word of beauty
CAN is a word of power
WHICH WORD DO YOU USE OFTEN?