1. Response to Intervention www.interventioncentral.org IRA Position Paper: The Changing Role of Reading Teachers 1 Source: International Reading Association Position Paper. Implications for reading teachers in response To intervention (RTI). Retrieved from http://www.rti4success.org/images/stories/pdfs/readingteachersrti.pdf

2. Response to Intervention www.interventioncentral.org 2 Team Activity: RTI and School-Wide Change: The Role of the Classroom Teacher As a group: Review the International Reading Association position paper on the changing role of reading teachers under RTI. Discuss and write down what a similar description would look like of the changing role of the classroom teacher under RTI. Be prepared to share.

3. Response to Intervention www.interventioncentral.org Finding a Way Out of the ‘Research-Based’ Maze: A Guide for Schools Jim Wright www.interventioncentral.org

4. Response to Intervention www.interventioncentral.org Evidence-Based Interventions: The Dilemma There is no complete collection of ‘evidence-based’ interventions available for all types of student problems. Inevitably, schools sometimes have to settle for less than ‘evidence-based’ when selecting interventions. Under RTI, however, schools must be able to provide a rationale for why they selected any given intervention idea. Therefore schools should have a shared understanding of how to evaluate quality of evidence to support any given intervention idea. 4

5. Response to Intervention www.interventioncentral.org 5 RTI Interventions: What If There is No Commercial Intervention Package or Program Available? “Although commercially prepared programs and the subsequent manuals and materials are inviting, they are not necessary. … A recent review of research suggests that interventions are research based and likely to be successful, if they are correctly targeted and provide explicit instruction in the skill, an appropriate level of challenge, sufficient opportunities to respond to and practice the skill, and immediate feedback on performance…Thus, these [elements] could be used as criteria with which to judge potential tier 2 interventions.” p. 88 Source: Burns, M. K., & Gibbons, K. A. (2008). Implementing response-to-intervention in elementary and secondary schools. Routledge: New York.

6. Response to Intervention www.interventioncentral.org 6 Finding a Way Out of the ‘Research-Based’ Maze: A Guide for Schools 1.Define the Academic or Behavioral Needs Requiring Intervention in Detail and Using Standard Terminology. Effective interventions cannot be reliably identified and matched to student needs if those needs are loosely or vaguely defined. –Overly broad academic goal statement: a student will “know her letters.” –More focused goal statement: “When shown any letter in uppercase or lowercase form, the student will accurately identify the letter name and its corresponding sound without assistance.” When possible, describe academic behaviors selected as intervention target using standard terminology to make it easier to locate appropriate evidence-based intervention ideas.

7. Response to Intervention www.interventioncentral.org 7 Finding a Way Out of the ‘Research-Based’ Maze: A Guide for Schools 2.Develop Consensus in Your School About What is Meant by ‘Evidence-Based’. –Compile a list of trusted professional organizations and journals. Continue to add to this list of trusted organizations and journals over time.

8. Response to Intervention www.interventioncentral.org 8 Finding a Way Out of the ‘Research-Based’ Maze: A Guide for Schools 2.Develop Consensus in Your School About What is Meant by ‘Evidence-Based’. –Draft a definition of ‘evidence-based.’ Example: The International Reading Association (2002) provides these guidelines: Produce ‘objective’ data—so that different evaluators should be able to draw similar conclusions when reviewing the data from the studies. Have valid research results that can reasonably be applied to the kinds of real-world reading tasks that children must master in actual classrooms. Yield reliable and replicable findings that would not be expected to change significantly based on such arbitrary factors as the day or time that data on the interventions were collected or who collected them. Employ current best-practice methods in observation or experimentation to reduce the probability that other sources of potential bias crept into the studies and compromised the results. Checked before publication by independent experts, who review the methods, data, and conclusions of the studies.

9. Response to Intervention www.interventioncentral.org 9 Finding a Way Out of the ‘Research-Based’ Maze: A Guide for Schools 2.Develop Consensus in Your School About What is Meant by ‘Evidence-Based’. –Adopt a ‘research continuum.’ It can be useful for schools to use a ‘research continuum’ that establishes categories for interventions in descending levels of research quality. The continuum would be used as an aid to judge whether specific instructional practices or interventions are supported by research of sufficient quantity and quality for use in schools.

10. Response to Intervention www.interventioncentral.org 10 Evaluating the Quality of Intervention Research: The ‘Research Continuum’

11. Response to Intervention www.interventioncentral.org 11 Intervention ‘Research Continuum’: Example from What Works Clearinghouse Practice Guide Series http://ies.ed.gov/ncee /wwc/publications/ practiceguides/

12. Response to Intervention www.interventioncentral.org 12 Finding a Way Out of the ‘Research-Based’ Maze: A Guide for Schools 3.Use Impartial On-Line Rating Sites to Evaluate Commercial Intervention Products. Cautions to keep in mind when using these sites: –They typically rely on existing research only. –There can potential delays / lag time between the publication of new research and these sites’ evaluation of that research.

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15. Response to Intervention www.interventioncentral.org 15 Finding a Way Out of the ‘Research-Based’ Maze: A Guide for Schools 4.Know the Research-Based Components That Are Building Blocks of Effective Interventions. Research indicates (Burns, VanDerHeyden, & Boice, 2008) that, to be maximally effective, interventions should: –be matched to the student’s academic needs –be delivered using explicit instruction –provide the student with adequate success in the instructional task –give the student a high opportunity to respond –provide timely performance feedback.

16. Response to Intervention www.interventioncentral.org 16 Finding a Way Out of the ‘Research-Based’ Maze: A Guide for Schools 5.Keep Up With Emerging Intervention Research Through ‘Knowledge Brokers’. A.Districts first define manageable and sensible intervention topic areas, such as ‘alphabetics’ and ‘reading fluency’. B.Then district or school staff members are selected to serve as ‘knowledge brokers’ based on their training, experience, and/or interest. C.Knowledge brokers regularly read educational research journals and other publications from reputable organizations or government agencies to keep up with emerging research in their intervention topic area. D.They periodically share their expertise with other district RTI planners to ensure that the schools are using the best available intervention strategies.

17. Response to Intervention www.interventioncentral.org Reading Interventions to Promote Fluency & Comprehension Jim Wright www.interventioncentral.org

18. Response to Intervention www.interventioncentral.org 18 Savvy Teacher’s Guide: Reading Interventions That Work (Wright, 2000)

19. Response to Intervention www.interventioncentral.org 19 Big Ideas in Beginning Reading “Phonemic Awareness: The ability to hear and manipulate sounds in words. Alphabetic Principle: The ability to associate sounds with letters and use these sounds to form words. Fluency with Text: The effortless, automatic ability to read words in connected text. Vocabulary: The ability to understand (receptive) and use (expressive) words to acquire and convey meaning. Comprehension: The complex cognitive process involving the intentional interaction between reader and text to convey meaning.” Source: Big ideas in beginning reading. University of Oregon. Retrieved September 23, 2007, from http://reading.uoregon.edu/index.php

20. Response to Intervention www.interventioncentral.org 20 Building Reading Fluency

21. Response to Intervention www.interventioncentral.org 21 Reading Decoding ‘…Of course, when children cannot decode at all, there is little chance of comprehension. When they can decode but it requires a considerable effort, decoding competes with comprehension efforts for the limited capacity available for processing of text…so that effortful decoding consumes capacity that might otherwise be used to understand text.’ - Pressley & Wharton-McDonald, 1997

22. Response to Intervention www.interventioncentral.org 22 NRP Conclusions Regarding Importance of Oral Reading Fluency: “An extensive review of the literature indicates that classroom practices that encourage repeated oral reading with feedback and guidance leads to meaningful improvements in reading expertise for students—for good readers as well as those who are experiencing difficulties.”-p. 3-3

23. Response to Intervention www.interventioncentral.org 23 Assisted Reading Practice Listening Passage Preview (‘Listening While Reading’) Paired Reading Repeated Reading Interventions for… Increasing Reading Fluency

24. Response to Intervention www.interventioncentral.org 24 Paired Reading (p.17) The student reads aloud in tandem with an accomplished reader. At a student signal, the helping reader stops reading, while the student continues on. When the student commits a reading error, the helping reader resumes reading in tandem.

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26. Response to Intervention www.interventioncentral.org 26 Building Reading Comprehension

27. Response to Intervention www.interventioncentral.org 27 ‘Student Reader’ Activity In your ‘elbow groups’: Identify the 2-3 most frequent or important ‘comprehension blockers’ that you have observed in the population of ‘difficult-to-teach’ students with whom you work. (Review the ‘Reading Comprehension Checklist as a reference if needed.) Be prepared to share your selections with the larger group.

28. Response to Intervention www.interventioncentral.org 28 Processing Before Reading (Pressley & Wharton-McDonald, 1997) Good readers –have clear goals in mind before reading –overview the text before reading to: determine whether text is worth reading identify sections that may be most relevant Create a ‘reading plan’

29. Response to Intervention www.interventioncentral.org 29 Processing During Reading (Pressley & Wharton-McDonald, 1997) Good readers –pay ‘differential’ attention to information that pertains to their goals –may jump back and forth in the text to clarify confusion, review specific information –anticipate what will come next in the text and updare their predictions based on new information –make inferences based on reading –‘demonstrate passion’ for their reading

30. Response to Intervention www.interventioncentral.org 30 Processing After Reading (Pressley & Wharton-McDonald, 1997) Good readers –may reread or ‘reskim’ the text just read –may take notes on text or attempt to restate main ideas –continue to think about and reflect on text once they are done reading

31. Response to Intervention www.interventioncentral.org 31 ‘Click or Clunk?’ Self-Check Keywords: A Memorization Strategy Main Idea Maps Mental Imagery: Improving Text Recall Oral Recitation Lesson Prior Knowledge: Activating the ‘Known’ Question-Generation Reciprocal Teaching: A Reading Comprehension Package Story Map Text Lookback Comprehension Interventions That Rely on ‘Gist’ Sentences

32. Response to Intervention www.interventioncentral.org 32 Create a ‘gist’ sentence for this passage… ‘…when skilled readers read, they implicitly parse the text into micropropositions, the smallest units of meaning that can be conceived as verbs or prepositions as well as semantic roles that are related by the verbs or prepositions. All of the micropropositions specified in a text combine to capture the full meaning of the text. Of course, no one remembers every idea specified in a text. What people remember is the gist-the main idea of the text.’- Pressley & Wharton-McDonald, 1997

33. Response to Intervention www.interventioncentral.org 33 ‘Click or Clunk’ Self-Check (p.25) Students periodically check their understanding of sentences, paragraphs, and pages of text as they read. When students encounter problems with vocabulary or comprehension, they use a checklist to apply simple strategies to solve those reading difficulties.

34. Response to Intervention www.interventioncentral.org 34 ‘Click or Clunk’ Check Sheet

35. Response to Intervention www.interventioncentral.org 35 ‘… The combination of lack of practice, deficient decoding skills, and difficult materials results in unrewarding early reading experiences that lead to less involvement in reading related activities. Lack of exposure and practice on the part of the less skilled readers delays the development of automaticity and speed at the word-metacognition level. Slow, capacity-draining word-recognition processes require cognitive resources that should be allocated to higher- level process of text integration and comprehension.’ - Stanovich, K., (1986) ‘…The combination of lack of practice, deficient decoding skills, and difficult materials results in unrewarding early reading experiences that lead to less involvement in reading related activities. Lack of exposure and practice on the part of the less skilled readers delays the development of automaticity and speed at the word-metacognition level. Slow, capacity-draining word-recognition processes require cognitive resources that should be allocated to higher- level process of text integration and comprehension.’ - Stanovich, K., (1986) ‘…The combination of lack of practice, deficient decoding skills, and difficult materials results in unrewarding early reading experiences that lead to less involvement in reading related activities. Lack of exposure and practice on the part of the less skilled readers delays the development of automaticity and speed at the word-metacognition level. Slow, capacity-draining word-recognition processes require cognitive resources that should be allocated to higher-level process of text integration and comprehension.’ - Stanovich, K., (1986) ‘…The combination of lack of practice, deficient decoding skills, and difficult materials results in unrewarding early reading experiences that lead to less involvement in reading related activities. Lack of exposure and practice on the part of the less skilled readers delays the development of automaticity and speed at the word-metacognition level. Slow, capacity-draining word-recognition processes require cognitive resources that should be allocated to higher-level process of text integration and comprehension.’ - Stanovich, K., (1986) ‘Click or Clunk?’ Example ‘…The combination of lack of practice, deficient decoding skills, and difficult materials results in unrewarding early reading experiences that lead to less involvement in reading related activities. Lack of exposure and practice on the part of the less skilled readers delays the development of automaticity and speed at the word-metacognition level. Slow, capacity-draining word-recognition processes require cognitive resources that should be allocated to higher-level process of text integration and comprehension.’ - Stanovich, K., (1986) ‘…The combination of lack of practice, deficient decoding skills, and difficult materials results in unrewarding early reading experiences that lead to less involvement in reading related activities. Lack of exposure and practice on the part of the less skilled readers delays the development of automaticity and speed at the word-metacognition level. Slow, capacity-draining word-recognition processes require cognitive resources that should be allocated to higher-level process of text integration and comprehension.’ - Stanovich, K., (1986)

36. Response to Intervention www.interventioncentral.org 36 Keywords: A Memorization Strategy (p.28) Students select the central idea of a passage and summarize it as a ‘keyword’. Next, they recode the keyword as a mental picture and use additional mental imagery to relate other important facts to the keyword. They can then recall the keyword when needed, retrieving the related information.

37. Response to Intervention www.interventioncentral.org 37 Using ‘Keywords’: Student Strategy Sheet

38. Response to Intervention www.interventioncentral.org 38 Keyword Strategy The keyword strategy includes these steps: highlight important facts or ideas in a passage write a "gist" sentence that summarizes the highlighted ideas or facts select a 'keyword' that will help them to recall a central idea about the article or passage. create a mental picture to remember the keyword, and then add details to the mental picture or create a story around the keyword to memorize additional facts or ideas.

39. Response to Intervention www.interventioncentral.org 39 Mental Imagery: Improving Text Recall (p.36) By constructing “mental pictures” of what they are reading and closely studying text illustrations, students increase their reading comprehension.

40. Response to Intervention www.interventioncentral.org 40 Prior Knowledge: Activating the ‘Known’ (p.40) Through a series of guided questions, the instructor helps students activate their prior knowledge of a specific topic to help them comprehend the content of a story or article on the same topic. Linking new facts to prior knowledge increases a student’s inferential comprehension (ability to place novel information in a meaningful context by comparing it to already-learned information).

41. Response to Intervention www.interventioncentral.org 41 Activating Prior Knowledge: Student Exercise

42. Response to Intervention www.interventioncentral.org 42 Question Generation (p.44) Students are taught to boost their comprehension of expository passages by (1) locating the main idea or key ideas in the passage and (2) generating questions based on that information.

43. Response to Intervention www.interventioncentral.org 43 Question Generation: Steps Introduce this strategy to the class: Locating Explicit Main Idea : Using examples of passages with explicit main ideas, train students to identify and underline main-idea sentences. Finding Key Facts. In some passages, the main idea is implied rather than explicitly stated. Readers must first identify the key facts or ideas of the passage before they can summarize the passage's main idea. Using examples of passages with implied main ideas, locate and circle key facts or ideas. Describe to students how you distinguished this central information from less important details. Writing a "Gist" Sentence. Show students a passage with an implied main idea. Circle all key ideas or facts. Demonstrate how to write a "gist" sentence (one that is built from the identified key ideas and summarizes the paragraph's main idea). Emphasize that the reader may have link information from different sections of the passage to build a gist sentence. Generating Questions. Tell students that careful readers often construct questions about what they are reading to help them learn. Put up a list of 'signal words' that can be used as question-starters: e.g., who, what, where, when, why, how. Using sample passages, show students how to convert explicit main-idea sentences or reader-created "gist" sentences into questions.