effective interventions for older students with reading disabilities

Effective Interventions for Older Effective Interventions for Older Students With Reading Disabilities: Students With Reading Disabilities:

Lessons From ResearchLessons From Research

Dr. Joseph K. TorgesenDr. Joseph K. TorgesenFlorida State University and Florida State University and

Florida Center for Reading ResearchFlorida Center for Reading Research

Council for Exceptional Students, April, 2005, BaltimoreCouncil for Exceptional Students, April, 2005, Baltimore

A Window of OpportunityA Window of Opportunity

To every complex problem, there is

a simple solution…

that doesn’t workMark Twain

that doesn’t work.

We are going to have to work We are going to have to work both harderboth harder and and smartersmarter before we are successfulbefore we are successful

We need improvements in:We need improvements in:1. State level policies and support1. State level policies and support2. District level support and organization2. District level support and organization3. School organization, scheduling, and management3. School organization, scheduling, and management4. Quality and consistency of classroom instruction4. Quality and consistency of classroom instruction

5. Intervention systems and supports5. Intervention systems and supports

All parts of our very complex school/instructional All parts of our very complex school/instructional systems need to work together much more effectivelysystems need to work together much more effectively

Three Definitions of Schools

A series of autonomous classrooms that are connected by a common parking lot.

A place where the relatively young watch the relatively old work.

A complex organization that is built upon relationships that require individuals to work interdependently.

Thinking about the challenge of providing Thinking about the challenge of providing remedial instruction sufficiently powerful remedial instruction sufficiently powerful

to to ““close the gapclose the gap”” for older struggling for older struggling readersreaders

PresidentPresident’’s commission on special education.s commission on special education.““The ultimate test of the value of special The ultimate test of the value of special education is that, once identified, children education is that, once identified, children close close the gapthe gap with their peers.with their peers.””

What is the nature of the gap we What is the nature of the gap we are trying to close?are trying to close?

Reading is a multifaceted skill, gradually acquired over years of instruction and practice.

The Many Strands that are Woven into Skilled Reading(Scarborough, 2001)

BACKGROUND KNOWLEDGE

VOCABULARY KNOWLEDGE

LANGUAGE STRUCTURES

VERBAL REASONING

LITERACY KNOWLEDGE

PHON. AWARENESS

DECODING (and SPELLING)

SIGHT RECOGNITION

SKILLED READING:fluent execution andcoordination of word recognition and textcomprehension.

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasinglystrategic

Skilled Reading-fluent coordination of

word reading and comprehension

processes

A study of one StateA study of one State’’s accountability s accountability measure of reading comprehensionmeasure of reading comprehensionGave 2 hour battery of language, reading, nonverbal Gave 2 hour battery of language, reading, nonverbal reasoning, and memory tests to approximately 200 reasoning, and memory tests to approximately 200 children in each grade (3children in each grade (3rdrd, 7, 7thth, and 10, and 10th)th) at 3 locations at 3 locations in the statein the state

LanguageLanguage –– WiscWisc VocabVocab and Similaritiesand SimilaritiesListening comprehension with FCAT passageListening comprehension with FCAT passage

ReadingReading–– Oral reading fluency, Decoding FluencyOral reading fluency, Decoding Fluency

NV ReasoningNV Reasoning –– WiscWisc Matrix Reasoning, Block DesignMatrix Reasoning, Block Design

Working MemoryWorking Memory–– Listening span, Reading SpanListening span, Reading Span

A couple of important points about the FCATA couple of important points about the FCAT

It requires students to read relatively long passages It requires students to read relatively long passages before asking them to answer questions. This places before asking them to answer questions. This places special demands on reading fluency.special demands on reading fluency.

Passage length at different levelsPassage length at different levels33rdrd grade grade –– 325 words325 words77thth grade grade –– 816 words816 words1010thth grade grade –– 1008 words1008 words

The percentage of questions requiring The percentage of questions requiring ““complex complex thinking skillsthinking skills”” increases from 30% in 3increases from 30% in 3rdrd to 70% in to 70% in 1010thth gradegrade

Fluency

10

20

30

40

VerbalP

erce

nt o

f var

ianc

e ac

coun

ted

for

Per

cent

of v

aria

nce

acco

unte

d fo

r60

55

47

23

Non VerbalMemory

50

12

3rd Grade

Fluency

10

20

30

40

VerbalP

erce

nt o

f var

ianc

e ac

coun

ted

for

Per

cent

of v

aria

nce

acco

unte

d fo

r60

Non VerbalMemory

43

51

22

5

50

7th Grade

10

20

30

Fluency

40

VerbalP

erce

nt o

f var

ianc

e ac

coun

ted

for

Per

cent

of v

aria

nce

acco

unte

d fo

r60

Non VerbalMemory

32

52

28

5

50 Demands for verbal knowledge stronger

Lowest students were reading about 130 words per minute

10th Grade

What skills are particularly deficient in What skills are particularly deficient in level 1 and level 2 readers at 7level 1 and level 2 readers at 7thth grade?grade?

FCAT Performance LevelFCAT Performance LevelSkill/abilitySkill/ability

11 22 33 44 55

8888 113113 122122 144144 156156WPM on FCATWPM on FCAT

Fluency percentileFluency percentile 77thth 2525thth 4545thth 8282thth 9595thth

Phonemic decodingPhonemic decoding 2727thth 5353rdrd 5353rdrd 7474thth 8484thth

Verbal knowledge/ Verbal knowledge/ reasoning

3434thth 4545thth 6464thth 8888thth 9393rdrdreasoning

Big Points:Big Points:Individual differences among students in broad verbal Individual differences among students in broad verbal knowledge and reasoning skills become an knowledge and reasoning skills become an increasingly important factor explaining differences in increasingly important factor explaining differences in performance on measures of comprehension of performance on measures of comprehension of complex text as we go from grades three to tencomplex text as we go from grades three to ten

A lot of the growth required to maintain grade level A lot of the growth required to maintain grade level skills in reading from grade 3 to 10 is growth in general skills in reading from grade 3 to 10 is growth in general cognitive, or intellectual ability and knowledgecognitive, or intellectual ability and knowledge

Big Points amplified:Big Points amplified:To maintain grade level reading skills between 3 and To maintain grade level reading skills between 3 and 10, students must:10, students must:

Learn to recognize many thousands of new words Learn to recognize many thousands of new words ““by by sightsight”” in order to maintain fluencyin order to maintain fluency

The report of the National Research Council pointed out that these concerns about literacy derive not from declining levels of literacy in our schools but rather from recognition that the demands for high levels of literacy are rapidly accelerating in our society.

These are iNTirEStinG and cHallinGinGtimes for anyone whose pRoFEshuNleresponsibilities are rEelaTed in any way to liTiRucY outcomes among school children. For, in spite of all our new NaWLEGe about reading and reading iNstRukshun, there is a wide-spread concern that public EdgUkAshuN is not as eFfEktIve as it sHood be in tEecHiNg all children to read.

One interesting fact and one interesting estimate:One interesting fact and one interesting estimate:

Printed school English (through 8Printed school English (through 8thth

grade) contains around 88,500 distinct grade) contains around 88,500 distinct word families (persecute, persecution, word families (persecute, persecution, persecutor, persecuting)persecutor, persecuting)

The average fifth grader encounters The average fifth grader encounters around 10,000 around 10,000 newnew words per year.words per year.


Learn to recognize many thousands of new words Learn to recognize many thousands of new words ““by by sightsight”” in order to maintain fluencyin order to maintain fluencyLearn the Learn the meaningmeaning of many thousands of new wordsof many thousands of new wordsGrow in knowledge of the world and how it worksGrow in knowledge of the world and how it works

Improve their thinking and reasoning skillsImprove their thinking and reasoning skills

Learn to utilize more complex reading strategiesLearn to utilize more complex reading strategies


Learn to recognize many thousands of new words Learn to recognize many thousands of new words ““by by sightsight”” in order to maintain fluencyin order to maintain fluencyLearn the Learn the meaningmeaning of many thousands of new wordsof many thousands of new wordsGrow in knowledge of the world and how it worksGrow in knowledge of the world and how it works

Improve their thinking and reasoning skillsImprove their thinking and reasoning skills

Learn to utilize more complex reading strategiesLearn to utilize more complex reading strategies

In middle and high school, reading can be increasingly In middle and high school, reading can be increasingly defined as defined as ““thinking guided by print.thinking guided by print.””

Primary Characteristics of Struggling Readers Primary Characteristics of Struggling Readers in Middle and High Schoolin Middle and High School

They are almost always less fluent readersThey are almost always less fluent readers——sight sight word vocabularies many thousands of words word vocabularies many thousands of words smaller than average readerssmaller than average readers

Usually know the meanings of fewer wordsUsually know the meanings of fewer wordsUsually have less conceptual knowledgeUsually have less conceptual knowledgeAre almost always less skilled in using strategies to Are almost always less skilled in using strategies to enhance comprehension or repair it when it breaks enhance comprehension or repair it when it breaks downdown

Teaching Reading is UrgentA student at the 10th

percentile reads about 60,000 words a year in 5th grade

A student at the 50th

percentile reads about 900,000words a year in 5th grade

Average students receive about 15 times as much practice in a year

(Anderson, R. C., 1992)

Closing the gap in middle and high school: the Closing the gap in middle and high school: the fundamental challengefundamental challenge

Each year, the demands of text become more Each year, the demands of text become more challengingchallenging

Approximately 1st grade level

“Clifford loves to go visiting. When he visits his sister in the country, he always calls ahead. Clifford always arrives on time. Don’t be late. Knock before you walk in. He knocks on the door before he enters. He wipes his feet first. Wipe your feet. Clifford kisses his sister. He shakes hands with herfriend. Shake hands. Wash up before you eat. Clifford’s sister has dinner ready. Clifford washes his hands before he eats. Clifford chews his food with his mouth closed. He never talks with his mouth full. Don’t talk with your mouth full. Help clean up. Clifford helps with the clean-up. Say good-bye. Then he says thank you and good-bye to his sister and to his friend. Everyone loves Clifford’s manners” --Norman Bridwell - Clifford’s Manners

NAEP 4th grade level

Just what Tom’s thoughts were, Ned, of course, could not guess. But by the flush that showed under the tan of his chum’s cheeks the young financial secretary felt pretty certain that Tom was a bit apprehensive of the outcome of Professor Beecher’s call on Mary Nestor. “So he is going to see her about something important, Ned?” “That’s what some members of his party called it.” “And the’re waiting here for him to join them?” “Yes, and it means waiting a week for another steamer. It must be something pretty important, don’t you think, to cause Beecher to risk that delay in starting after the idol of gold?” “Important? Yes, I suppose so,”assented Tom. – Victor Appleton, Tom Swift in the Land of Wonders

NAEP Grade 12

Pierre had been educated abroad, and this reception at Anna Pavlovna’s as the first he had attended in Russia. He knew that all the intellectual lights of Petersburg were gathered there and, like a child in a toyshop, did not know which way to look, afraid of missing any clever conversation that was to be heard. Seeing the self-confident and refined expression on the faces of those present, he was always expecting to hear something very profound. At last he came to Mono. Here the conversation seemed interesting and he stood waiting for an opportunity to express his own views, as young people are fond of doing – Leo Tolstoy War and Peace

A lesson about increasing text difficulty from A lesson about increasing text difficulty from recent fluency normsrecent fluency norms

Mean Words Per Minute in Fall, Winter, SpringMean Words Per Minute in Fall, Winter, Spring

FallFall WinterWinter SpringSpring

66thth GradeGrade 125125 139139 149149

77thth GradeGrade 129129 138138 150150

88thth GradeGrade 133133 144144 150150

Tindal, Hasbrouck, Jones, 2005

Closing the gap in middle and high school: the Closing the gap in middle and high school: the fundamental challengefundamental challenge

Each year, the demands of text become more Each year, the demands of text become more challengingchallenging

New words appear for the first timeNew words appear for the first timeSentences become longer and more complexSentences become longer and more complexCorrect interpretation requires a broader Correct interpretation requires a broader range of knowledgerange of knowledgeThe length of what you are expected to read The length of what you are expected to read increasesincreases

How do you How do you ““close the gapclose the gap”” when the requirements when the requirements for for ““grade level proficiencygrade level proficiency”” increase every year?increase every year?

Projected growth in “sight vocabulary” of normal readers and struggling readers before and after remediation

Normal

InterventionSiz

e of

“sig

ht v

ocab

ular

y

Poor

2nd Year follow-up

1 2 3 4 5 6 7

Grade in School

Improving reading skills in middle and high Improving reading skills in middle and high schoolschool

1. Intensify our efforts to prevent reading difficulties 1. Intensify our efforts to prevent reading difficulties in the first placein the first place

2. Be sure we have powerful remedial programs in 2. Be sure we have powerful remedial programs in place in 4place in 4thth and 5and 5thth gradegrade

3. Offer a continuum of intensity in 3. Offer a continuum of intensity in reading reading instructioninstruction while also improving the contribution while also improving the contribution of content area teachers to literacy growth.of content area teachers to literacy growth.

What we know about the factors that What we know about the factors that affect reading comprehensionaffect reading comprehension

Proficient comprehension of text is influenced by:Proficient comprehension of text is influenced by:

Accurate and fluent word reading skillsAccurate and fluent word reading skillsOral language skills (vocabulary, linguistic comprehension)Oral language skills (vocabulary, linguistic comprehension)

Extent of conceptual and factual knowledgeExtent of conceptual and factual knowledge

Knowledge and skill in use of cognitive strategies to Knowledge and skill in use of cognitive strategies to improve comprehension or repair it when it breaks down.improve comprehension or repair it when it breaks down.

Reasoning and inferential skillsReasoning and inferential skills

Motivation to understand and interest in task and Motivation to understand and interest in task and materialsmaterials

Diagnostic decision tree for students who perform below standards on a measure of reading comprehension in 3rd Grade or later

TOWRE Sight Word Efficiency(45 second subtest)

Scores at or below 39th%ile(for student’s grade level)

Scores above 39th%ile(for student’s grade level)

TOWRE Phonemic Decoding(45 second subtest)

Above 39th%ile At or below 39th%ile

Build fluency plus

voc and comp.

CTOPP(Elision subtest)


Intensive instruction in phonics based program

Needs phonics based program that explicitly addresses phonemic

awareness (not assumes)

Stanford Diagnostic Reading Test orGroup Reading Assessment and Diagnostic

Evaluation(vocab and comprehension subtests)


QRI-3Identify independent/

instructional reading levels;Diagnose reading/thinking strategies

Background knowledge?Vocabulary?

Details/explicit questions?Inferring/implicit questions?

Synthesizing/main idea?Test taking strategiesHigher order questioning

Practice writing extended responses citing support from text

The side of the tree for students with word The side of the tree for students with word reading difficultiesreading difficulties

At or below At or below the 39the 39thth

percentile percentile on a on a

measure of measure of word word

reading reading accuracy accuracy

and and fluencyfluency

Above Above 3939th th %%

Build Build fluencyfluencyTOWRE TOWRE

test of test of phonemic phonemic decoding decoding efficiencyefficiency

(45 (45 secssecs.).)

At or At or below below 3939thth %%

CTOPP CTOPP Elision Elision SubtestSubtest


Intensive instruction in Intensive instruction in phonics based programphonics based program

At or At or below below 3939thth %%

Needs phonics based Needs phonics based program that builds PA, program that builds PA,

not assumes it not assumes it

The side of the tree for students with word level The side of the tree for students with word level skills above the 39skills above the 39thth percentilepercentile

Test taking strategiesHigher order questioningPractice writing extended

responses citing support from text


Stanford Diagnostic Reading Test orGroup Reading Assessment and Diagnostic Evaluation

(vocab and comprehension subtests)

At or below 39At or below 39thth %%

QRIQRI--33Identify independent/instructional reading levels;Diagnose reading/

thinking strategies

Build background knowledgeBuild background knowledgeTeach vocabularyTeach vocabulary

Teach comprehension strategiesTeach comprehension strategies


1. Schedule a 1. Schedule a three hour blockthree hour block every day for every day for students with reading skills more than two years students with reading skills more than two years below grade level with word level difficultiesbelow grade level with word level difficulties

Word level skillsWord level skills-- accuracy and fluencyaccuracy and fluencyStrategy instruction and engagement in Strategy instruction and engagement in

thinking about textthinking about textBoth embedded and systematic vocabulary Both embedded and systematic vocabulary

instructioninstruction

Lots of guided, supported practice in readingLots of guided, supported practice in reading

What do we know about the What do we know about the effectiveness of effectiveness of

interventions for older interventions for older students who continue to students who continue to

struggle in reading?struggle in reading?

Can phonics be successfully taught to Can phonics be successfully taught to students who still struggle in this area as students who still struggle in this area as fourth graders or 6fourth graders or 6thth graders?graders?

ShouldShould phonics be taught to students beyond phonics be taught to students beyond early elementary school who still do not have early elementary school who still do not have proficient skills in this area?proficient skills in this area?

A study of intensive, highly skilled intervention with 60 A study of intensive, highly skilled intervention with 60 children who had severe reading disabilitieschildren who had severe reading disabilities

Children were between 8 and 10 years of ageChildren were between 8 and 10 years of age

Had been receiving special education services for an average of Had been receiving special education services for an average of 16 months16 months

Nominated as worst readers: at least 1.5 S.DNominated as worst readers: at least 1.5 S.D’’s below grade levels below grade level

Average Word Attack=69, Word Identification=69, Verbal IQ=93Average Word Attack=69, Word Identification=69, Verbal IQ=93

Randomly assigned to two instructional conditions that both taugRandomly assigned to two instructional conditions that both taught ht ““phonicsphonics”” explicitly, but used different procedures with different emphasexplicitly, but used different procedures with different emphasisis

Children in both conditions received 67.5 hours of oneChildren in both conditions received 67.5 hours of one--onon--one instruction, one instruction, 2 hours a day for 8 weeks2 hours a day for 8 weeks

Children were followed for two years after the intervention was Children were followed for two years after the intervention was completedcompleted

Time x Activity Analyses for the Two Intervention Approaches

LIPS EP

85% 20%Phonemic Awareness andPhonemic Decoding

Sight Word Instruction

5% 50%

10% 30%Reading or writing connected text

Torgesen, J.K., Alexander, A. W., Wagner, R.K., Rashotte, C.A., Voeller, K., Conway, T. & Rose, E. (2001). Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches. Journal of Learning Disabilities, 34, 33-58.

Growth in Total Reading Skill Before, During, and Following Intensive Intervention

Sta

ndar

d S

core

95

90

85LIPS

EP80

75

P-Pretest Pre Post 1 year 2 year

Interval in Months Between Measurements

Growth in phonemic decoding during intervention & follow-up

60

70

80

100

LIPS

Pretest posttest 1 year 2 years

Sta

ndar

d S

cor e

90 EP

Growth in text reading accuracy during intervention & follow-up

60

70

80

100

LIPS90 EP

Sta

ndar

d S

cor e


Growth in comprehension during intervention & follow-up

60

70

80

100

LIPSEP

90

Sta

ndar

d S

cor e


Growth in fluency during intervention & follow-up

60

70

80

100

90

Sta

ndar

d S

cor e

LIPSEP


Oral Reading Fluency was much improved on passages for which level of difficulty remained constant

Absolute change in rate from pretest to 2-year follow-up.

Most difficult passage

Prestest -- 38 WPM, 10 errors

Posttest -- 101 WMP, 2 errors

Next most difficult passage

Pretest -- 42 WPM, 6 errors

Posttest -- 104 WPM, 1 error

A SchoolA School--based, treatment control study of 40 studentsbased, treatment control study of 40 students

60% Free and reduced lunch 60% Free and reduced lunch

Mean Age 12 years (range 11Mean Age 12 years (range 11--14)14)

45% White, 45% Black, 10% other45% White, 45% Black, 10% other

53% in special education53% in special education

Received 94Received 94--108 hours (mean=100) hours of instruction108 hours (mean=100) hours of instruction

Intervention provided in groups of 4Intervention provided in groups of 4--55

Remedial Methods:Remedial Methods:

Mean Word Identification Score = 83Mean Word Identification Score = 83

Children begin with word level skills around 10th percentile

Spell Read P.A.T.Spell Read P.A.T.

Children begin with word level skills around 10th percentile

A Brief Description of the Spell/Read P.A.T. programA Brief Description of the Spell/Read P.A.T. program

Distribution of activities in a typical 70 minute session:Distribution of activities in a typical 70 minute session:

40 minutes 40 minutes ---- Phonemic awareness/phonicsPhonemic awareness/phonics

20 minutes 20 minutes ---- shared readingshared reading

7 minutes 7 minutes ---- writing about what was readwriting about what was read

3 minutes 3 minutes ---- wrap upwrap up

Systematic instruction in phonic elements beginning Systematic instruction in phonic elements beginning with mastery of 44 phonemes at single syllable level with mastery of 44 phonemes at single syllable level through multithrough multi--syllable strategies. Fluency oriented syllable strategies. Fluency oriented practice from beginning of instruction. Discussion and practice from beginning of instruction. Discussion and writing to enhance comprehension.writing to enhance comprehension.

Outcomes from 100 Hours of Small Group Intervention--Spell Read

79

96

111

96

70

80

100

110

Sta

ndar

d S

core

30%90

88

77 77

65

Reading Comp.

Text Reading

Rate

Word Attack

Text Reading Accuracy

Disparity in outcomes for rate vs. accuracy in five remediation studies

70

80

90

100

Sta

ndar

d S

core

Accuracy

Rate

2nd 2nd 10th 10th 30th

Beginning level of Word Identification Skill

Projected growth in “sight vocabulary” of normal readers and struggling readers before and after remediation

Normal

InterventionSiz

e of

“sig

ht v

ocab

ular

y

Poor

2nd Year follow-up

1 2 3 4 5 6 7

Grade in School


1. Schedule a 1. Schedule a 90 minute block90 minute block every day for other every day for other students reading below grade levelstudents reading below grade level

Word level skillsWord level skills-- fluencyfluencyStrategy instruction and engagement in Strategy instruction and engagement in

thinking about textthinking about text

Both embedded and systematic vocabulary Both embedded and systematic vocabulary instructioninstruction

Lots of guided, supported practice in readingLots of guided, supported practice in reading

The Content Literacy ContinuumThe Content Literacy Continuumhttp://http://smarttogether.org/clc/index.htmlsmarttogether.org/clc/index.html

1. Intensive remedial work for students with 1. Intensive remedial work for students with serious reading difficultiesserious reading difficulties

2. More powerful instruction in the content 2. More powerful instruction in the content areas so that all children learn essential areas so that all children learn essential contentcontent--even poor readerseven poor readers

3. Embedded instruction in strategies for 3. Embedded instruction in strategies for learning and performancelearning and performance--content teacherscontent teachers

Thinking About Critical Content

Knowledge

Thinking About the Curriculum...

Knowledge

Thinking About the Curriculum...Knowledge

Critical ContentCourse

UnitALL

MOST

SOME

Content Enhancement Teaching Routines

Planning andLeading LearningCourse Organizer

Unit OrganizerLesson Organizer

Teaching ConceptsConcept Mastery Routine

Concept Anchoring RoutineConcept Comparison Routine

Explaining Text, Topics, and Details

Framing RoutineSurvey Routine

Clarifying Routine

Increasing PerformanceQuality Assignment Routine

Question Exploration RoutineRecall Enhancement Routine

“If it weren’t for students impeding our progress in the race to the end of the term, we certainly could be sure of covering all the content.”

However, the question should not be whether we are covering the content, but whether students are with us on the journey.” Pat Cross

“Give me a fish while you’re teaching me how to catch my own. That way I won’t starve to death while I’m learning to tie flies.”

Learning Strategies Curriculum

Expression of Competence

Sentences

Paragraphs

Error Monitoring

Themes

Assignment Completion

Test-Taking

Acquisition

Word Identification

Paraphrasing

Self-Questioning

Visual Imagery

Interpreting Visuals

Multipass

Storage

First-Letter Mnemonic

Paired Associates

Listening/Notetaking

LINCS Vocabulary

Increasing comprehension and critical Increasing comprehension and critical examination of meaning in every childexamination of meaning in every child

““Questioning the AuthorQuestioning the Author””

Done with whole classes or in small groupsDone with whole classes or in small groups

Done by every subject matter teacher or by specialistsDone by every subject matter teacher or by specialists

Done consistently throughout the year, not necessarily Done consistently throughout the year, not necessarily every day or throughout the entire lesson every day or throughout the entire lesson

The basic purpose of Questioning the Author is to The basic purpose of Questioning the Author is to make public the make public the processesprocesses of comprehensionof comprehension

Essential features:Essential features:

1. It treats text as the product of a fallible author, as 1. It treats text as the product of a fallible author, as ““someonesomeone’’s ideas written down.s ideas written down.””

Dr. Isabel Beck introducing QuestioningDr. Isabel Beck introducing Questioning……




2. It deals with text through general teacher2. It deals with text through general teacher--posed posed questions such as questions such as ““What is the author trying to say?What is the author trying to say?””or or ““What do you think the author means by that?What do you think the author means by that?””

The role of queries in Questioning the AuthorThe role of queries in Questioning the Author




2. It deals with text through general teacher2. It deals with text through general teacher--posed posed questions such as questions such as ““What is the author trying to say?What is the author trying to say?””or or ““What do you think the author means by that?What do you think the author means by that?””

3. It takes place on3. It takes place on--line, in the context of reading as it line, in the context of reading as it initially occurs.initially occurs.

4. It encourages discussion in which students are urged to 4. It encourages discussion in which students are urged to grapple with ideas in the service of constructing grapple with ideas in the service of constructing meaning.meaning.

More teacher techniques in Q the AMore teacher techniques in Q the A……

What can we reasonably expect from What can we reasonably expect from effective interventions with older effective interventions with older students:students:

We can expect to have a relatively strong effect We can expect to have a relatively strong effect on their reading accuracyon their reading accuracy

We can expect a relatively strong effect on We can expect a relatively strong effect on reading comprehension in situations where the reading comprehension in situations where the passages are not too long, or there or are not passages are not too long, or there or are not significant time constraintssignificant time constraints

We should not expect a dramatic effect on We should not expect a dramatic effect on relativerelative fluency over the shortfluency over the short--termterm

A comprehensive literacy solution for middle A comprehensive literacy solution for middle and high schooland high school

1. Remember that the thinking and knowledge 1. Remember that the thinking and knowledge demands for literacy increase every yeardemands for literacy increase every year

Content area teachers must teach content more Content area teachers must teach content more powerfully, and they must help students think powerfully, and they must help students think about text more effectivelyabout text more effectively

2. Remember the most struggling readers are far 2. Remember the most struggling readers are far behind their peers in many areasbehind their peers in many areas

Teach them reading skills as intensively and Teach them reading skills as intensively and skillfully as you can manageskillfully as you can manage

A very recent A very recent report on report on ““what what

worksworks”” with middle with middle and high schools and high schools

students.students.

Contains a 15 point Contains a 15 point researchresearch-- based based ““action planaction plan”” for for middle and high middle and high

schoolsschools

Download at:Download at:

http://www.all4ed.orghttp://www.all4ed.org/publications/Readin/publications/ReadingNext/ReadingNext.gNext/ReadingNext.

pdfpdf

http://www.all4ed.org/publications/ReadingNext/ReadingNext.pdf




Reading Next: Two kinds of action itemsReading Next: Two kinds of action items

InstructionalInstructional1.1. Direct, explicit comprehension instructionDirect, explicit comprehension instruction2.2. Effective instruction embedded in content areasEffective instruction embedded in content areas3.3. Motivation and selfMotivation and self--directiondirection4.4. TextText--based collaborative learningbased collaborative learning5.5. Strategic tutoringStrategic tutoring--intensiveintensive6.6. Diverse TextsDiverse Texts7.7. Intensive WritingIntensive Writing8.8. A technology componentA technology component9.9. Ongoing formative assessmentOngoing formative assessment

Reading Next: Two kinds of action itemsReading Next: Two kinds of action items

Infrastructure improvementsInfrastructure improvements

•• Extended time for literacyExtended time for literacy--22--4 hours across day4 hours across day•• Professional DevelopmentProfessional Development•• Ongoing summative assessment of students and Ongoing summative assessment of students and

programsprograms•• Teacher teamsTeacher teams•• LeadershipLeadership•• A comprehensive and coordinated literacy A comprehensive and coordinated literacy

programprogram

Is it really possible to substantially improve the reading skills of struggling readers after

elementary school?

The greatest danger for most of us is not that our aim is too high and we miss it, but that it is too low and we reach it.

Michelangelo

Thank YouThank You

www.fcrr.orgwww.fcrr.org

Science of reading sectionScience of reading section

http://www.fcrr.org/

effective interventions for older students with reading disabilities

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