1. MPS Intervention/Remediation Committee

2. Intervention/Remediation
Why have an intervention/remediation committee?
Who is the committee composed of?
When will we meet? What will we discuss?

3. The Struggling Reader: Interventions That Work
Remedial reading classes help students after the fact – they have already experienced failure
Legislation is demanding the we act sooner
No Child Left Behind/Reading First
Reading Sufficiency Act – 100% by 7/1/08
Response to Intervention – IDEA 2004

4. The Struggling Reader: Interventions That Work
Response to Intervention
Response to Intervention aims to prevent unnecessary assignment to special education. With RTI, low-performing children are offered intense, individualized academic intervention. Student progress is monitored to see if response to this intervention yields adequate academic growth.

5. The Struggling Reader: Interventions That Work
How do we respond to these high expectations?
We must take steps to prevent reading problems by intervening as soon as we identify a problem.

6. The Struggling Reader: Interventions That Work
Successful interventions always increase the intensity of instruction – Torgesen, FCRR
Key is Positive Instructional Interactions (Pii) through:
Intensity – increased time
Focus – small group
Quality – research proven strategies & highly qualified teachers

7. Chapter 1 – A Prevention-Intervention Framework
A struggling reader is a student who is experiencing significant difficulty learning to read. (p. 10)
We can identify potential struggling readers before problems Develop, and intervene if problems are already present (Snow, Burns, & Griffin, 1998). (p. 12)

8. Chapter 1 – A Prevention-Intervention Framework
Definitions
Remediation is the process of correcting a deficiency. Remediation is a term previously used to describe instruction given to struggling readers, suggesting that teachers should wait until a student is already failing & then correct problems.
Intervention is the process of coming into or between so as to hinder or alter an action. It involves providing instruction to struggling readers to stop further failure & help them make adequate yearly progress.
Prevention is the process of keeping something from happening. It involves identifying potential struggling readers & providing appropriate instruction so that failure is avoided (pp )

9. Chapter 1 – A Prevention-Intervention Framework
Cooper, Chard, and Kiger’s Framework
1. Assess and Diagnose

10. Chapter 1 – A Prevention-Intervention Framework
The authors apply this framework to:
Oral language
Phonemic Awareness
Word Recognition
Meaning Vocabulary
Reading Fluency
Comprehension
Writing

11. Chapter 2 – Oral Language
Components of Oral Language
Form – sounds, prosody, morphology, & syntax (sentence structure)
Content - vocabulary
Function – pragmatics (way a speaker communicates, purpose)
Talk enhances the development of literacy. It is not a subject, but rather a condition of learning in all subjects. – David Booth

12. Chapter 2 – Oral Language
Activities to Support Oral Language
Talk
Read Aloud
Dramatic Play
Puppets
Poems and Songs
Word Play
Elaborate Sentences
Talk enhances the development of literacy. It is not a subject, but rather a condition of learning in all subjects. – David Booth

13. Chapter 3 – Phonemic Awareness
Phonological Awareness – awareness of sounds in a language: syllables, onsets and rimes, or individual phonemes

14. Chapter 3 – Phonemic Awareness
Phonemic Awareness is one component of phonological awareness.
It is the understanding that words consist of individual sounds and being able to manipulate those sounds.
Phonemic awareness is an important skill for reading and writing.
It focuses on the oral aspect of sounds in words, not letters.

15. Chapter 3 – Phonemic Awareness
Sequence of activities
Sentences words segment & blend
Compound words separate words - segment & blend
2 syllable words – segment & blend
Multisyllabic words – segment & blend
Words onsets & rimes- segment & blend
Words phonemes -segment & blend

16. Chapter 3 – Phonemic Awareness
IMPORTANT - Don’t delay phonics instruction for students who have not yet acquired phonemic awareness. Teaching letter-sound correspondences along with phonemic awareness gives students opportunities to develop in both areas. (Perfetti, Beck, Bell, & Hughes, 1987)

17. Chapter 4 – Word Recognition
Word recognition – the ability to read words
Word recognition must be taught.
Word recognition requires applying a reliable, step-by-step strategy

18. Chapter 4 – Word Recognition
4 Prerequisites
Recognize the purposes of print
Recognize the letters of the alphabet
Understand that print represents speech
Acquire phonemic awareness

19. Chapter 4 – Word Recognition
5 Elements of Systematic Word Recognition Instruction
Letter-Sound Relationships
Regular-Word Recognition
Irregular-Word Recognition
Advanced Word Recognition
Story Reading

20. Chapter 4 – Word Recognition
Letter-Sound Relationships
Teach more useful letter-sound relationships first
Separate letter-sound relationships that are potentially confusing
Teach continuous sounds before stop sounds
Pace letter-sound instruction based on student success

21. Chapter 4 – Word Recognition
Regular-Word Recognition
Step 1 – Sound out the word
Step 2 – Say the word quickly
Step 3 – Sound out the word in your head before reading it aloud

22. Chapter 4 – Word Recognition
Teach the most common, useful words first – Dolch, Fry
Monitor for success – 3 to 5 new words at a time
Frequent opportunities to practice – about 10 words at a time
Teach about 5 minutes/day before introducing in text

23. Chapter 4 – Word Recognition
Advanced Word Recognition
“Larger Chunks”
Blends
Letter Combinations – consonant digraphs, vowel digraphs, diphthongs, & r-controlled vowels
Vowel-Consonant-e Patterns
Affixes

24. Chapter 4 – Word Recognition
Story Reading
Decodable books
Reread familiar books
Encourage students to sound out in their head
Gradually increase difficulty of texts

25. Chapter 5 – Meaning Vocabulary
How do students acquire meaning vocabulary?
Through wide reading, discussions, and life experiences
By developing an awareness of words – activities and games that require thinking about words
Through direct instruction
By learning vocabulary related skills – affixes, roots, contractions, compounds

26. Chapter 5 – Meaning Vocabulary
How do we help struggling readers develop meaning vocabulary?
Build an ongoing, daily awareness of words
Apply the intervention framework to meaning vocabulary
Provide vocabulary follow-up activities after reading

27. Chapter 5 – Meaning Vocabulary
How to build ongoing, daily awareness
Bulletin Boards
Word Banks and Word Books
Wide Reading – provide time to talk about books
Read Aloud
Daily Discussion of Words

28. Chapter 5 – Meaning Vocabulary
Teach key concept vocabulary before reading using the intervention framework
Select 6-8 words related to the key concepts in the text
Make sure the words are going to be useful in reading other texts
Know the context in which the words appear
Provide interactive instruction that builds connections for students
Use graphic representations during instruction

29. Chapter 5 – Meaning Vocabulary
Teaching vocabulary-related strategies and skills – 5 Step Strategy
I try to pronounce it using phonics.
If I figure it out, I try reading the text aloud. Does it make sense? If not, I go to #3.
I look for parts I know: prefixes, suffixes, base words, and root words. I think about their meanings.
I read to the end of the sentence or paragraph trying the meanings. Does it make sense?
If I still don’t know the word, I ask someone or look it up.

30. Chapter 5 – Meaning Vocabulary
After Reading –
Providing Vocabulary Follow-Up Activities
Synonyms
Semantic feature analysis
List-group-label
Word sorts

31. Chapter 6 – Reading Fluency
What Is Reading Fluency?
According the National Reading Panel (2000), fluency is the ability to read text with speed, accuracy and proper expression. 
Fluent readers:
Recognize words automatically
Read aloud effortlessly and with expression
Do not have to concentrate on decoding
Can focus on comprehension

32. Chapter 6 – Reading Fluency
Why Is Fluency Important?
It is a bridge between decoding and comprehension.
It increases motivation to read.

33. Chapter 6 – Reading Fluency
Fluency Strategies
Modeled reading - while student follow along
Books on tape or computer – students follows along
Word blending – 5 to 7 words
Word-list reading – words with similar spelling patterns
Repeated reading – independent level
Coached reading (choral, whisper) – instructional level
Wide reading

34. Chapter 6 – Reading Fluency