response to intervention fluency...
TRANSCRIPT
Slide 1
Response To Intervention &
Fluency Strategies
Presented By:
Joe Cline & Angela [email protected]
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Slide 2 Goals For This Session
Response To Intervention OverviewWhy Fluency Is Critical To ComprehensionNational Fluency NormsIndividual Strategies That Increase FluencyA Set of Research-Based Strategy Steps That Increase Fluency
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Slide 3
RTI
esponse
o
ntervention
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Slide 4 RTI….Core Assumptions
•The educational system can effectively teach all children•Early intervention is critical to preventing problems from getting out of control•School-wide screening three times per year•The implementation of a multi-tiered service model is necessary•A problem solving model should be used to make decisions between tiers•Research based interventions should be implemented to the extent possible•Progress monitoring must be implemented to inform instruction•Data should drive decision making & instruction
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Slide 5 RTI….Core Assumptions continued
Fidelity of Implementation
•The more complex the intervention, the lower the fidelity because of the level of difficulty (this factor includes time needed for instruction in the intervention)•Materials and resources required…they must be accessible•Perceived and actual effectiveness (even with a solid research base, if teachers believe the approach will not be effective, or if it is inconsistent with their teaching style, it will not be implemented well)•Interventionists…the number, expertise, and motivation of individuals who deliver the intervention are factors in the level of fidelity of implementation
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Slide 6 RTI Tiers
Tier
I Benchmark Assessments Fall – Winter- Spring
Core Program AssessmentsScreening
Low RiskRegular EducationBenchmark in Core ProgramRegular Classroom InstructionExtra Support/Enrichment in Small
GroupsResearch-Based Supplemental Programs
Tier
II Benchmark Assessments Fall – Winter- Spring
Core Program AssessmentsProgress Monitoring RegularlyDiagnostic Assessments
Some RiskRegular EducationBenchmark in Core ProgramRegular Classroom InstructionPreteaching/Reteaching in Small GroupsResearch-Based Supplemental Programs
Tier
III
Benchmark Assessments Fall – Winter- Spring
Core Program AssessmentsProgress Monitoring FrequentlyDiagnostic Assessments
At RiskRegular &/or Special EducationUnsuccessful in Core ProgramSmall Group InstructionIntensive Support in CoreResearch-based
Remedial/Replacement Programs
Assessment Instruction
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Slide 7 Common Elements Of An Effective RTI Program
Administrative Support
Systematic data collection
Staff support and training
Parent support and training
Understanding of legal requirements
Realistic time line
Strong teams
Integration with existing schedule
Coordination of existing Intervention programs
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Slide 8 Key Components of Teaching Reading
Vocabulary
Comprehension
Phonics
Phonemic Awareness
Fluency
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Slide 9 What Is Fluency?
• The ability to read"like you speak" in terms of:– Rate
– Accuracy
– Expression / Prosody
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Slide 10 Why Is Prosody Important?
Woman without her man is nothing.
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Slide 11 Oral Reading Fluency Correlates Highly With Reading Comprehension
Measure Validity Coefficients
Oral Recall/Retell .70Cloze .72Question Answering .82Oral Reading Fluency .91
Results from a study of special education students by Fuchs, Fuchs, Hosp, & Jenkins, SSR, 2001
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Slide 12 Color WordsBlue Red Orange Purple White Black
Green Blue Yellow Black Red GrayBlack Black Green Yellow Blue OrangeRed Blue Yellow Red Green OrangePurple White Green Yellow Black Red Orange Gray Black Purple Yellow Blue Red Blue Red Gray Purple White BlackGray Yellow Green Blue Red GreenYellow Blue Gray Purple White BlackGreen Orange Red Blue Black Yellow
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Slide 13 Curriculum‐Based Norms in Oral Reading Fluency
*WCPM = Words Correct Per Minute
Hasbrouck, J., & Tindal, G.A. (2006, April). Oral Reading Fluency Norms: A Valuable Assessment Tool for Reading Teachers. The Reading Teacher, 59(7), 636-644.
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Slide 14
Who Needs Fluency Help?
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Slide 15 Describe a Non‐Fluent Reader
• Reads haltingly
• Slow, laborious reader
• Uncertain about sight words
• Reads word‐by‐word
• Ignores punctuation
• Makes many errors
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Slide 16 Who Needs Fluency Help?
*WCPM = Words Correct Per Minute
Hasbrouck, J., & Tindal, G.A. (2006, April). Oral Reading Fluency Norms: A Valuable Assessment Tool for Reading Teachers. The Reading Teacher, 59(7), 636-644.
50th %ile + or –10 wcpm
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Slide 17 Steps for Screening
1. Time student reading a grade‐level passage aloud for one minute.
2. Count errors and subtract from words read to get wcpm score.
3. Repeat with two more passages and calculate average score.
4. Compare average wcpm score to Hasbrouck‐Tindal norms.
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Slide 18 Exercise: Who Needs Fluency Help?
• Lee, third‐grader, read 80 wcpm
• Susan, a fifth‐grader, read 86 wcpm
• Juan, a eighth‐grader, read 130 wcpm
When tested against grade-level material in the Fall:
Reading above 50th percentile; extra fluency help not needed
Reading well below 50th percentile; extra fluency help needed as well as further diagnosis in phonemic awareness and phonics
Reading near 50th percentile; extra fluency help not needed at this time, but closely monitor progress
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Slide 19 Students become fluent by reading.
Just setting aside time for independent silent reading is notsufficient.
National Reading Panel ReportLangenberg et. al., (2000)Free: www.nationalreadingpanel.org
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Slide 20 In 10 minutes of independent reading…
A fluent reader might read 2,000 words
A struggling reader might read only 500 words
Equal practice time, unequal practice
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Slide 21
Fluency Building Strategies
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Slide 22 Research‐Proven Strategies
•Echo & Choral Reading
•Buddy Reading
•Sub vocalized Reading with Tapes/CD’s
•Reader’s Theater
•Neurological Impress Method
Teacher Modeling
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Slide 23 Research‐Proven Strategies(Modeling)
Echo & Choral Reading
•Large Group / Small Group Instruction?
•Homogeneous / Heterogeneous Grouping?
•Samuels/ Skinner/ Heckelman Research
Echo Choral
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Slide 24 Research‐Proven Strategies(Modeling)
Buddy Reading•Homogeneous / Heterogeneous Grouping?
•Samuels/ Skinner/ Heckelman Research
•The 10 Word Difference Rule
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Slide 25 Research‐Proven Strategies(Modeling)
Sub vocalized Reading with Tapes/CD’s/MP3’s
•Material should be at the student’s Instructional Level
•Human versus Electronic Voice
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Slide 26 Research‐Proven Strategies(Modeling)
Reader’s Theatre•Time Allotment
•Homogeneous / Heterogeneous Grouping?
•Rasinski/Griffith ResearchGriffith L., Rasinski T. (2004).A focus on fluency: How one teacher incorporated fluency with her reading curriculum. The Reading Teacher 58.2.1. 126-137
http://www.aaronshep.com/rt/index.html
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Slide 27 Research‐Proven Strategies(Modeling)
Neurological Impress Method
•Heckelman Research
•Possible Parent Interventionwww.nellieedge.com/resources_neuro.htm
Heckelman, Robert G. 1969. A neurological impress method of remedial reading instruction. Academic Therapy, 5(4):277-282
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Slide 28 Now You Know the 5 Research-Proven Strategies To Increase Fluency as well as the requirements interventions must
meet to fit the RTI Model
Where do you go from here?
Remember you are looking for a process that increases fluency and comprehension that fits within the
guidelines of the RTI Model
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Slide 29 Research‐Proven Strategies
Repeated Reading with a GOAL
Unless there is a purpose for anyone to reread a text, rereading most often does not occur.
In order for rereading to occur, there must be a reason, a clarification of understanding, or a goal to attain.
Why do you reread text?
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Slide 30 Research‐Proven Strategies
•With any of the strategies listed, it is important to be able to monitor progress frequently in order to be sure that the strategy is increasing fluency.
•To determine a beginning point, have the student read the passage cold for one minute, counting the number of errors in a minute and subtracting those errors from the total number of words read. This will give you a cold read score.
•Model the story 3 times while the student sub-vocalizes.
•To determine growth, have the student reread the passage several times for one minute, counting the number of errors in a minute and subtracting those errors from the total number of words read. This will give you a growth score.
Progress Monitoring of Words Read
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Slide 31 Three Strategy Model
• Teacher Modeling….Sub‐vocalized reading with tapes or CD’s or MP3’s(3 times)
• Timed Repeated Readings with a Goal
• Monitoring of Progress….graphing cold read & graphing final read after attaining goal
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Slide 32 Research‐Proven Strategies
While increasing fluency is the instructional goal, successful comprehension is a very necessary component of reading and highly correlated to fluency.
Comprehension needs to also be monitored.
Progress Monitoring & Comprehension
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Slide 33 The Original Results
Mean for words read correctly per minute and average number of words gained per week
October
Mean
November
Mean
March Mean
Average Weekly Gain
Phase1 Phase 2Special Education
34.0
50.7
Title 1 50.2 58.7 86.7 1.23
2.15
2.35
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Slide 34
Teacher ResponsibilitiesPlanning
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Slide 35 Teacher ResponsibilitiesPicking Appropriate Passages
Since Teacher Modeling should be a part of your fluency program:
• Passages should be at the instructional reading level
• Passages should be interesting & nonfiction
• Passages should be 50 – 500 words in length
• Passages should be accompanied by comprehension questions
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Slide 36 Teacher Responsibilities
• Planning and setting up– Setting up workspace and schedule– Preparing materials/equipment
• Determining correct level of reading materials and goal (Running Record, DRA, DIBELS, Fluency Assessments)
• Implementing the steps– How to use the equipment if using tape recorders / CD players– How to follow your plan
• Monitoring student progress
• Communicating with students and parents
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Slide 37
Increase timespent reading
Increase number of words read
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Slide 38 Setting Up Workspace and Schedule
• Workspace– Resource room– Reading lab– Classroom station– Extended day
• Scheduling– 30 minutes per session preferred– 3 days per week minimum; 5 days preferred
Planning and Setting Up
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Slide 39 Preparing Materials
• Passages• Graphs• Folders• Tapes or CDs if needed• Audio players & headphones if needed• Power strips & extension cords or batteries
if needed• Timers
Planning and Setting Up
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Slide 40 A Sample Graph
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Slide 41 Headphones and
Tape, CD Player, MP3 Player
Planning and Setting Up > Preparing Materials
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Slide 42 Guidelines for Counting WCPM
Errors• Mispronunciations and
dropped endings• Omissions• Out of sequence (count as
two errors)• Words supplied by teachers• Substitutions with synonyms• Repeated errors are counted
each time
Not Errors• Mispronunciations or dropped
endings due to dialect or speech problems
• Repetitions• Insertions• Self‐corrections
Count a word read correctly as correct.Don't say the correct word after the student has said an incorrect word.Wait three seconds before supplying a word to a student who is stuck.
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Slide 43 Determining Long‐Term Fluency Goals
*WCPM = Words Correct Per Minute
Hasbrouck, J., & Tindal, G.A. (2006, April). Oral Reading Fluency Norms: A Valuable Assessment Tool for Reading Teachers. The Reading Teacher, 59(7), 636-644.
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Slide 44 How can I tell if a student
is making progress?
• Periodically monitor the student's cold timing.
• Review graphs.
• Observe student behavior.
Monitoring Student Progress
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Slide 45 Sample Questions to Guide Your Analysis
Not Making Progress Making Progress
Is the level appropriate?Is the goal appropriate?How many practices to pass?Is the student reading along?How does the student spend time? Too much waiting? Too much graphing? Other obstacles to progress? Student attendance? Health?
Is the level appropriate?Is the goal appropriate?How many practices to pass?How many times is the student reading along?Any problems with comprehension (quiz, retell)?Is it time to wean the student from your fluency program?
Monitoring Student Progress
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Slide 46 Review Strategies
•Modeling
•Repeated Reading
•Monitoring of Progress
A three part model that is explicit, systematic, and increases fluency and comprehension and meets the need of frequent monitoring assessment to fit the RTI Model
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Slide 47
Questions
Thank You For Attending
Please Supply Feedback Through Evaluations in Packet
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