1. Targeted Reading Intervention/Skills Group- Continuum of Service Julie Boothby, Willowville Joe Schuh, Glen Este Middle

2. Importance of Interventions Mandated Response to Treatment Intervention (RTI) Making a Difference for Kids –Learning –Modeling Hope

3. Who needs help? Screening Assessment OAA Scores DIBELS Phonemic Awareness Decoding/FluencyComprehension

4. Research-based Programs PALS Read Naturally My Sidewalks Corrective Reading Six Minute Solutions REWARDS Corrective Reading READ 180 Lexia

5. Matching Reader to Intervention ? Reading Difficulty with Phonemic Awareness Lexia and Corrective Reading A or B Decoding/Fluency Corrective Reading, REWARDS, and Six Minute Solutions Comprehension REWARDS, Corrective reading-lower level comprehension

6. “Is it working for you?”

7. “Why?” Fidelity-Not being done correctly Time-Not being done enough Difficulty-Too hard or too easy

8. Components of Strong Interventions High student response rate –Student responding vs. Teacher talking Appropriate level –Don’t practice errors. 80-90% accuracy Efficient error correction procedure –Prompts student to respond correctly Motivation-Positive reinforcement

9. Real Life Examples Julie Joe

10. Components of Strong Reading Interventions Explicit Vocabulary Instruction –Time, repeated exposure in multiple contexts, cross curricular Repeated Readings –Fluency practice Explicit Comprehension Instruction –Think alouds, scaffold student use, gradually release teacher support (i.e. fading)

11. Teacher Developed Intervention-Basic Structure Step One: Word Reading/Vocabulary Development –See/say word –Define meaning and provide examples/non-examples –Use vocabulary in sentences –Teacher summarizes words and how they are related. Use this as preview of text. Step Two: Repeated Reading –Choose text important to student outcomes. –Will repeatedly reading this passage improve student’s overall understanding of text or classroom concept? –Partner Reading-Six minute solutions structure Step Three: Oral Reading/Discussion and Comprehension Instruction –Students read orally and alternate with teacher. Correct reading errors and require students to reread sentence correctly Teacher can read between maintain pace and “think aloud” comprehension strategy. –Comprehension strategy will vary with text Narrative-plot lines Expository (Topic/main ideas, sequences, problem solution, compare contrast) Step Four: Writing –Students can consolidate learning by summary writing and/or use of graphic organizer

12. Progress Monitoring Internal and External Measures Elementary Examples –What DIBELS –Letter/sound fluency –Phoneme segmentation –Nonsense words –DORF –Retelling –How Often –When Middle School Example –What Reading –DORF (Dibels oral reading fluency) –DAZE (Dibels MAZE replace appropriate word in sentence tests) –Both measures are sensitive to both fluency and comprehension) –How often –When

13. Growth Rates-How much is enough? Very precise growth rates specific to grade levels 1-6 are available on the internet. Here are some suggested starting points Oral Reading Fluency –Grades 1-6. Students should gain 40-50 wcpm/year. More in the earliers grades less in the upper grades. MAZE/DAZE Procedures –Grades 1-6. Students should gain approximately 20 replacements/year Descriptions and free downloads avaliable from dibels.org

14. Helpful Resources http://www.interventioncentral.org/ https://dibels.org/

15. Farewell