1. Accelerating Students’ Growth with the Targeted Reading Intervention (TRI) Marnie C. Ginsberg Steve Amendum National Reading Conference 2007 A Dual-Level Professional Development Intervention for K-1 Classroom Teachers and their Struggling Learners

2. “Because effective early reading intervention will always be costly in terms of time, money, and effort, the reading field must strive to develop and test efficient, adaptable ways to provide such intervention.” -- D. Morris, Tyner, & Perney, 2000

3. Purpose Our purpose is to describe how theory and research informed the development of the Targeted Reading Intervention (TRI)–a dual-level reading intervention, integrating early intervention & professional development for the benefit of primary- grades teachers and their struggling students. teachers struggling students

4. Transactional model of early reading development Cognition: Share’s Self- Teaching Hypothesis Explaining Cumulative Effects: Stanovich’s Matthew Effects Motivation: Guthrie’s Reading as Engagement The Relational: Literacy via the teacher-child relationship (Pianta) Child Teacher

5. The Interaction of Decoding & Sight Words

6. How did theory and research inform the TRI instructional design?

7. From theory to TRI practice Share’s Self- Teaching Hypothesis Guthrie’s Reading as Motivation Stanovich’s Matthew Effects Literacy via the teacher-child relationship (Pianta) Integrating phonemic awareness, phonics, & sight word practice in the context of real words; student discovery Beginning with books; focusing on student’s interests; hand’s on activities; constant challenge; responding to the student Early intervention; enhancing pedagogical & content knowledge of classroom teacher; comprehensive model of reading; instructional continuity 1-on-1 time daily; responding to the student’s responses; instructional continuity

8. The Targeted Reading Intervention Model

9. How did theory and research inform the TRI professional development design?

10. Professional development: theory & research to practice Content knowledge  more effective teaching (Carreker et al., 2005; Cooter, 2003; Timperley & Phillips, 2003) Coaching teachers as they learn reading content and pedagogy (e.g., Blachowicz, Obrochta, & Fogelberg, 2005; Cooter, 2003) Integrated with teachers’ daily work and school lives (Kelleher, 2003; Taylor & Pearson, 2004; Taylor, Pearson, Peterson, & Rodriguez, 2005) Site-based learning communities working toward common goals; driven by student assessment data (Guskey, 2003; Hasbrouck & Denton, 2007; Morris, Chrispeels, & Burke, 2003; Taylor & Pearson, 2004; Taylor et al., 2005) Knowledge of early reading development; efficient reading strategies; diagnostic thinking skill Ongoing collaborative consultation; diagnostic thinking Focused on one struggling reader & their daily performance Weekly/bi-weekly problem-solving team meetings, revolving around individual student’s daily performance

11. What is the instructional framework of the TRI and why is it unique?

12. What is the Targeted Reading Intervention? For struggling K-1 students Intensive, diagnostic reading instruction Daily; 15-20 minutes Given by the classroom teacher One-on-one  small groups Rapid reading growth

13. What makes the TRI unique? The combination of –Classroom teacher tutors –Teacher-student relationships –Individual diagnostic teaching model –Real reading from the start –Integrating phonemic awareness, phonics, & alphabetic principle from the start –Always in the context of words –Letter-sound knowledge –Mapping sounds to print –Low cost/adaptability

14. TRI framework Re-Reading for Fluency (~2+ minutes) Word Work (~8+ minutes) Guided Oral Reading (~5+ minutes) TRI Extensions

15. TRI framework Re-Reading for Fluency (~2+ minutes) TRI Extensions

16. TRI framework Word Work (~8+ Minutes) TRI Extensions

17. Initial word work strategies –Segmenting Words –Change One Sound –Read, Write, & Say –Pocket Phrases Word Work (~8+ minutes)

18. The Interaction of Decoding & Sight Words

19. TRI framework Guided Oral Reading (~5+ minutes) TRI Extensions

20. The Targeted Reading Intervention Model

22. What makes the TRI professional development unique?

23. What makes the TRI Professional Development unique? Ongoing collaborative consultation: TRI Consultant, in NC, provides support all year On-site Consultant, for K-1 teachers –Facilitates the TRI Professional Development process –Serves as leader for school-wide capacity building Bi-weekly individual consultation –Via webcam –Focus on the TRI session and the specific student’s needs Weekly or bi-weekly problem-solving meetings –driven by TRI diagnostic teaching and a problem- solving process

24. What makes the TRI professional development unique?

26. Significance of this dual-level intervention, integrating early intervention and professional development TRI integrates multiple goals for students, teachers, and schools –Efficient, effective professional development: integration of reading content with community-based problem- solving process –Effective early intervention: students’ rapid growth –Benefits of push-in model Instructional continuity for child across day Teachers learn via their own specific student’s needs Teacher/child relationship; spinoffs for behavior & general classroom engagement

27. For further information… Marnie Ginsberg –mginsber@email.unc.edumginsber@email.unc.edu Steve Amendum –samendum@email.unc.edusamendum@email.unc.edu

28. Preliminary TRI results

29. Three studies: TRI in rural low-wealth schools Study 1 –one semester TRI intervention –non-Reading First schools –168 K-1 st children Study 2 –two semester TRI intervention –Reading First schools –170 K-1 st children Study 3 –in-depth case study of TRI instruction –one teacher and 1st grade student Struggling students who receive the TRI with adequate implementation –greater growth in the Woodcock-Johnson Letter/Word ID subtest –greater growth in the Peabody Picture Vocabulary Test. Struggling students identified to receive the TRI –greater growth in the Woodcock-Johnson Basic Reading cluster –greater growth in the Woodcock-Johnson Letter/Word ID subtest Dramatic improvement in multiple areas –Phonemic awareness –Phonics knowledge –Oral reading fluency –Instructional reading level –Self-selected reading practice –General classroom behavior –General classroom performance –Teacher-student relationship