mps intervention/remediation committee
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MPS Intervention/Remediation
Committee2007-2008
Intervention/Remediation
• Why have an intervention/remediation committee?
• Who is the committee composed of?
• When will we meet? What will we discuss?
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
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.
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.
The Struggling Reader: Interventions That Work
• Successful interventions always increase the intensity of instruction – Torgesen, FCRR http://www.fcrr.org/newsletter/InterventionNews.pdf
– Key is Positive Instructional Interactions (Pii) through:• Intensity – increased time• Focus – small group• Quality – research proven strategies &
highly qualified teachers
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)
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. 12 -13)
Chapter 1 – A Prevention-Intervention Framework
Cooper, Chard, and Kiger’s Framework
3. Practice
5. reassess 4. Apply
2. Teach/Reteach
1. Assess andDiagnose
Chapter 1 – A Prevention-Intervention Framework
The authors apply this framework to:
• Oral language• Phonemic
Awareness• Word Recognition
• Meaning Vocabulary
• Reading Fluency• Comprehension• Writing
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
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
Chapter 3 – Phonemic Awareness
• Phonological Awareness – awareness of sounds in a language: syllables, onsets and rimes, or individual phonemes
Blending
Deleting
Substituting
Sounds
Rhymes
Syllables
Words
Segmenting
PhonologicalAwareness
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.
Chapter 3 – Phonemic Awareness
Sequence of activities
• Sentences wordssegment & 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
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)
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
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
Chapter 4 – Word Recognition
5 Elements of Systematic Word Recognition Instruction
1. Letter-Sound Relationships2. Regular-Word Recognition3. Irregular-Word Recognition4. Advanced Word Recognition5. Story Reading
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
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
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
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
Chapter 4 – Word Recognition
Story Reading• Decodable books• Reread familiar books• Encourage students to sound out
in their head• Gradually increase difficulty of
texts
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
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
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
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
Chapter 5 – Meaning Vocabulary
Teaching vocabulary-related strategies and skills – 5 Step Strategy
1. I try to pronounce it using phonics.2. If I figure it out, I try reading the text aloud. Does
it make sense? If not, I go to #3.3. I look for parts I know: prefixes, suffixes, base
words, and root words. I think about their meanings.
4. I read to the end of the sentence or paragraph trying the meanings. Does it make sense?
5. If I still don’t know the word, I ask someone or look it up.
Chapter 5 – Meaning Vocabulary
After Reading – Providing Vocabulary Follow-Up
Activities
• Synonyms• Semantic feature analysis• List-group-label• Word sorts
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
Chapter 6 – Reading Fluency
Why Is Fluency Important?
• It is a bridge between decoding and comprehension.
• It increases motivation to read.
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
Chapter 6 – Reading Fluency
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