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Indian Prairie School District #204

Intervention Overview and Integrity Documents

Research on Instructional Strategies to Support all

Students in Reading

February 26, 2010

Dear District #204 Educators,

In keeping with our promise for all children to succeed in Reading, we have several interventions and programs available to support our students. This document is the work of two committees, listed below, who met in the summer of 2009 to combine District #204 supported published interventions and the wealth of knowledge that our 204 educators bring to the table on research based instruction for every child. This is one support for our problem solving and RTI processes that infuses our core curriculum with specialized instruction to meet the needs of our diverse learners. This document should serve as a guide to help you navigate some of our instructional supports through interventions and program design for all students. Thank you for all that you continually do to ensure our students succeed!

Intervention Integrity Checklist Committee

Gina Getting, Interventionist, Welch Beth Hauser, Interventionist, Georgetown Julie Lindstrom, Interventionist, Owen Lynn Locke, Interventionist, Builta Jenna McDermott, Interventionist, Kendall Beckie Saul, Interventionist, Cowlishaw Sherry Sichak , Reading Improvement, Brooks Pat Smith, Reading Improvement, Young Amy Stuckey, Instructional Specialist, CEC

Intervention Adaptations/Modifications Committee

Michael Cole, District Support Team Assistive Technology, CEC Laura Dodsworth, ILC Teacher, Peterson Pam Leonard, District Support Team Autism Support, CEC Pat Smith, Reading Improvement, Young Natalie Vlna, Student Services Coordinator, Crone Linda Warning, District Support Team, Programming Specialist Olga West, Support Teacher, Young

Diane Fleischel, Director of Student Services, design

Tricia McCarthy, Director of Professional Development, Instructional Services, edit and revise

Dawn Monkman, Secretary for Professional Development, format

We would also like to acknowledge the work of Brooks Reading Improvement Teachers and Patterson Reading Improvement Teachers.Intervention Integrity Committee Notes:The purpose of these documents is to provide instructional staff with information that allows the district to be consistent in the decision making and delivery of academic interventions.

The integrity checklists are to be used as guidelines when implementing an intervention. They are in no way intended to be evaluative, but can serve as a reflective guide to what the research states produces results with students. The best use of these checklists is embedded in the problem solving process through conversations around student improvement. These checklists can help confirm integrity and support decision making on whether the best intervention placement for the child has occurred. They also serve to help support a common language and process for district #204 interventions.

These intervention overview documents are a compilation of information for the interventions that are supported by District 204. We have designed them to be an overview of the programs using the publisher’s information. However, once an intervention has been chosen, the teacher should refer to the manual that was designed for the specific program. One of our District #204 staff developers trained in the intervention (see list in Appendix A) will also be able to serve as a resource for professional development.

Intervention Adaptations/Modifications Committee Notes:To complete and enhance this project, a small group comprised of special educators, a reading specialist, a student services coordinator and district support team members met to review instructional directions for the most widely used reading interventions and reading curriculums. The impetus behind this committee was to see if directions and applications may have to be adapted while maintaining instructional integrity using research based strategies to meet the specific learning needs of students who demonstrate minimal response to research based interventions. These populations may include students challenged by Autism Spectrum Disorder, Cognitive Delays, and/or Learning Disabilities.

In an attempt to encourage the use of researched based interventions and curriculums as well as to offer opportunities for reading instruction to all students we set the following goals:

1. Determine appropriateness of an intervention or curriculum for the above named populations

2. Create an easy to use reference that provides a means of adapting instruction and progress monitoring practices which will not compromise the integrity of the intervention or curriculum

3. Develop and begin implementing training specifically to support teachers, reading specialists, interventionists, speech and language

pathologists and self-contained teachers during the school year of 2009-2010.

District #204 Intervention Point People2009-2010

Intervention Point Person Building

Jolly Phonics [email protected] Young

Lexia [email protected]

[email protected]

Brooks

CEC, Contact Cindy Nelson for licensing and registration for Lexia and Read About

Read About [email protected] Clow

Harcourt Intervention Kits 2-5 [email protected] [email protected]

Longwood

CEC

Horizons [email protected] May Watts

Read Naturally [email protected]

[email protected] [email protected]

Brookdale

Brookdale

Builta

Rewards [email protected] Longwood

Spell Links [email protected] Clow

Text Talk [email protected]

[email protected]

Steck

Peterson

Starlit [email protected] Young

Soar to Success [email protected] Clow

Comprehension Strategy Kits [email protected]

[email protected]

May Watts

Brooks

If you have questions about our District #204 interventions please email the contact person above. They have modeled and taught these interventions for District #204.

User Friendly Reference for Interventions and Early Literacy Programs Related to a Variety of Learning Styles

Program Type Skills Taught Good for Students who are…

Jolly Phonics IndividualSmall groupWhole class

Systematic, sequential Synthetic approach to phonics instruction

Learning letter sounds Learn letter formation Blending letter sounds

for the purpose of reading and writing

Struggling with letter sound acquisition

All learners

Lexia IndividualComputer Based

Phonemic awareness Phonics Word Analysis

(intermediate)

Needing practice with decoding

At the early literacy level who need a focus on phonemic awareness

Familiar with basic computer skills (mouse, keyboard, etc.)

Auditory and visual learners

StarLitPhonemic Awareness Intervention

Small group(Kindergarten)

All levels of phonemic awareness

Systematic, sequential differentiated hands on activities

Visual learners Kinesthetic learners Demonstrating a lack

of phonemic awareness

In K-3 needing intervention in phonemic awareness

Horizons Fast Track

IndividualSmall groupDirect instruction

Systematic instruction in phonemic awareness

Phonics Vocabulary Fluency Comprehension

Two years or less behind grade level

Non-readers (guided Reading Levels A/B), but have letter-name knowledge

Demonstrating minimal reading strategies (Levels C/D)


Text Talk Large group Small group

Vocabulary Oral Language

Instruction

Needing to develop a “deeper word knowledge”

Read Naturally Individual Vocabulary Fluency Comprehension

Non-fluent readers to increase speed, accuracy, and expression

Verbal

HarcourtTrophies Intervention Kit

Small group (Grades 2-5)

Comprehension Vocabulary Phonics Fluency Systematic Word

Study Sight words

Needing a comprehensive reading intervention

Needing support with sight vocabulary, phonics and comprehension

Responders to small group instruction

Comprehension Strategy Tool Kits (non-fiction)

IndividualSmall group

Phonemic awareness Decoding Vocabulary Comprehension

strategies Writing

Visual learners Beginning readers Fluent readers lacking

comprehension

Soar to Success

Small group instruction (Grades 3-8)

Comprehension strategies

Reciprocal Teaching Graphic organizers Limited decoding

Demonstrating a need for additional instruction in reading comprehension

Ready for a gradual release of responsibility to promote independence in reading

Read About IndividualSmall groupComputer Based

Vocabulary Comprehension Content Area

Knowledge Writing

Needing more non-fiction practice

Lacking in background knowledge in content areas (i.e. science/social studies)


Rewards IndividualSmall group,Large group

Decoding multi-syllabic words

Fluency and accuracy

Readers at or above a 2nd grade level

Wilson Reading System

Small Group Decoding Encoding Begins with Phonemic

Segmentation Also includes: sight

word instruction, fluency, vocabulary, oral expressive language development and comprehension.

Struggling with decoding and encoding

Requiring a multi-sensory approach

Interventions Available in Some Schools

Edmark Individual Pre-reading skills Word Recognition

Skills (sight vocab) Fluency (no

instruction on reading rate and reading with inflection)

Comprehension

Showing mild to moderate cognitive disabilities (Suggested to be used as a core instructional program, but not appropriate as core for students with moderate cognitive disabilities)

Needing a multi-sensory approach to reading

Staff who need a scripted instruction delivery model

Corrective Reading

Small groupWhole class

Phonemics awareness (early on)

Phonics Decoding Fluency Comprehension

In Grades 4-12 One or more years

below grade level Requiring a systematic

approach Lacking understanding

for how letters relate to pronunciation, impacting fluency


Language For Learning

Small groups, Large group

Pre-reading program that includes learning strands in the following areas: -actions-descriptions of object-information and background knowledge-Instructional words-problem solving concepts and strategies-classification

Primary students whose language is inadequately developed

ELL/Title I Students Students who would

benefit from work with expressive and receptive language in social interaction situations

Staff/Students who would benefit from instructionally scripted lessons

Michael Heggerty

Small groupLarge group

Phonemic awareness (on-set rime blending, letter sounds)

Auditory learners Early primary students Needing support with

the general education phonemic awareness curriculum

Jolly Phonics

Primary Purpose

The purpose of Jolly Phonics is to introduce the student to a systematic, sequential, synthetic phonics program to teach the 42 main sounds of English.

Target Group

Students who are in Kindergarten (as core instruction) and First Grade, as well as small intervention groups will benefit from Jolly Phonics.

Duration

5-10 minutes/lesson; 5 days/week

General Description

Jolly Phonics calls upon a variety of learning modalities including; kinesthetic, auditory training, phonemic awareness and visual cues to support sound/letter instruction.

Placement/Assessment

CBM sound and letter recognition and the ISEL can be used as formative as well as summative evaluation.

Intervention Integrity Checklist

Jolly Phonics

Self Check Components Introduce and model the letter sound using the “Big Book”

Practice the sound by displaying the letter card accompanied by the kinesthetic representation for the sound

While displaying the letter card ask the students to duplicate the sound and motion

Students apply the strategy independently or in small, teacher-led groups during reading and writing opportunities

Formative assessments to determine students’ mastery or instructional needs by reviewing the sound usage informally and formally.

Review and model frequently until all 42 sounds have been taught

Provide visuals in the classroom to encourage independence

Whole class discussion

Summative assessment

Duration:5 days/week

5-10 minute/session

Jolly phonics

Strategies to support students with Autism

Strategies to support students with other disabilities

Use the visual in the Big Book to introduce the sound

Read all of the words on the introductory page highlighting the initial sound

Expect that the staff will model the motor movement, rather than expecting the student to imitate the motor movement Clearly display the letter card example while make the kinesthetic motion as well as the sound Teach with errorless learning

Review frequently the introduces sounds encouraging the motion as well as the sound Adjust pace of instruction and teach letters (one at a time, not moving forward until each is mastered)

Place the visuals in an easy access place to cue the supporting letter, picture and sound

Encourage transfer by utilizing the other components of the kit as deemed appropriate

Adjust the sequence of instruction by excluding blends/digraphs until the student has individual letters mastered

Focus on words that the student has background knowledge for

Use Discrete Trial

*See glossary for definition of bold words

Adjust pace of instruction and teach letters (one at a time, not moving forward until each is mastered) Use the kit to teach sounds in the systematic way that is presented

Teach with errorless learning

Extend with language experience activities to areas that will transfer to other learning opportunities Use repetition

Adjust the sequence of instruction by excluding blends/digraphs until the student has individual letters mastered

Lexia Intervention Program

Primary Purpose

The purpose of the Lexia Intervention program is to provide scientifically-based, technology-enabled reading intervention programs to districts implementing a multi-tier model.

Target Group

Early Reading - K-1

Primary Reading - 1st-2nd

Strategies for Older Students - 3rd-12th grade

Duration

Tier II: 20-30 minutes, 3-4x/week

Tier III: 20-30 minutes, 5x/week

General Description

The Lexia Intervention Program is intended to improve phonological awareness, phonics, sight words, structural analysis, comprehension, and fluency when used with identified struggling students. It may also be used with English Language Learners. At home access is an option for our students as well.


Lexia is for students who are having difficulty with phonemic awareness and phonics. It is meant to have students practice skills that have already been taught. After deciding phonemic awareness and phonics are a student’s area of need, the Quick Reading Test will determine the placement of the student in the program. The student has an online account that provides a report showing his/her progress through the program.

Resources

www.lexialearning .com/mylexia.com This is where you would log-in with your password and to see your specific student’s progress.


http://www.lexia/

Lexia

Self Check Components

Teacher places students in correct Lexia level- Early Reading, Primary Reading, or Strategies for Older Students

Teacher actively monitors students as they work through the program components

Teacher looks at student reports and discusses with student.

Duration:3-5 sessions/week20-30 mins/session

Lexia



Adult monitoring

Ability to turn off preferred and/or completed activities at each level

Ability to print off hard copies/supplemental activities

Adult monitoring

Ability to turn off preferred and/or completed activities at each level

Ability to print off hard copies/supplemental activities

StarLIT Intervention Program

Primary Purpose

The primary purpose of StarLIT is to introduce students to a systematic, sequential approach to phonological awareness.

Target Group

Kdg.-1st Grade

Duration

Instruction should take place in small groups of 3-5 students for 30 minutes daily. Groups should not last more than 10 weeks.

General Description

StarLIT is a program that utilizes various learning modalities to support phonological awareness instruction. This multi-sensory method of auditory training and visual support introduces students to discrimination of sounds culminating in the increased ability to acquire language and reading skills. Each starter kit contains a phonics manual, individual sound cards, big books containing the sounds in a predetermined order, and many other alternative options.


Ongoing progress monitoring is used to gauge students’ responses to the intervention.

Resources

www.etacuisenaire.com/starlit


Starlit

http://www.etacuisenaire.com/starlit


Teacher introduces the activity for the session from an extensive teacher friendly manual. All of the hands on materials are contained in a portable convenient

package.

Teacher models the high interest hands on activity for the students and encourages participation to check for understanding

Students do the activity

Check for understanding, if necessary repeat the lesson

Extension to promote further practice as well as extension to the classroom are provided

Maximum group size 3-4

Duration:4-5 days per week

Approximately 1 semester to complete the whole program15-minutes/session

Starlit Letter Recognition and Print AwarenessUse prior to Jolly Phonics or in addition to Jolly Phonics



Use as a resource for teaching generalization, rather than an instructional resource

Provide opportunities for application

Discreet Trial


Determine the area of weakness and teach only that skill to mastery

Starlit Phonemic Awareness



Reduce adult language (don’t follow the scripted language)

Present like a direct instruction lesson

Use visuals to support writing out sentences and pictures that are directly representative of the concept (i.e.: the object looks like what it sounds like (provide model)

Discreet trial


Extend the lessons

Teach as small group instruction

Horizons Learning to Read Fast Track A-B

Primary Purpose

In the Horizons Learning to Read Fast Track A-B program, the teacher delivers comprehensive reading lessons using Direct Instruction (DI). The goal of this teaching methodology is to teach systematically

and explicitly the precise concept needed to master a specific task. Teachers are expected to closely follow the instructional guidelines through scripted lessons. In this way, the program intends to provide support by controlling the details that determine how well the students will learn. Each lesson focuses on several essential reading skills that are directly taught and practiced in more than one lesson. The instruction is structured to insure high levels of student engagement, immediate corrective and positive feedback, with a cumulative review of skills.

Target Group

If children are in a regular first grade and have learned to identify letters by name, Horizons Fast Track is appropriate. If children are in grade 3 and above and have very poorly developed decoding skills, Horizons Fast Track A-B can be used. Fast Track A-B is ideal for beginning readers who can learn at an accelerated pace.

Duration

In Horizons Learning to Read Fast Track A-B, the main part of the reading lesson is 30 minutes and consists of word attack and story reading. An additional 20 minutes is applied to story extensions, independent work, and spelling for reading. There are 150 lessons in the Horizons Fast Track A-B program.

General Description

Horizons Learning to Read Fast Track A-B is an accelerated reading program to teach two years of instruction in one year for students who have letter-name knowledge but are non-readers in gr. 1 or 2.


A placement test is provided in the Teacher’s Guide. To place remedial, older or mid-year students it is best to administer the in-program tests. Begin with test one (lesson 10) and present the in-program tests in sequence until the child fails the passing criterion. Place the child five lessons earlier than the failed test (If the child fails test 3 {lesson 30}, begin instruction with lesson 25). In-program mastery tests take place every tenth lesson and can be found in the student work book. Passing criterion for each test can be located in the Teacher’s Guide on pgs. 194-208.

Resources

The Horizons Learning to Read Fast Track A-B instructional approach was developed by Siegfried Engelmann’s based on findings from his many years of research.

http://www.fcrr.org http://www.sra4kids.com


Horizons Learning to Read Fast Track A-B

http://www.sra4kids.com/

http://www.fcrr.org/


Word Attack

Story Reading

Story Extensions

Independent Work

Written Work- Spelling for Reading

Mastery TestsMastery Tests should occur every tenth lesson.

Duration:50mins/complete lesson-

30mins word attack & story reading20mins story extensions, independent work and spelling

HorizonsFast Track



In district has not had much success with students on the spectrum

Be cautious with speakers who are echolalic


Simplify/Limit language

Modify pace

Create more examples of each concept/theme

Text Talk Level A

Primary Purpose

Text Talk A is an oral language instruction program intended for all students in grades K-1. It is designed to supplement a school’s core reading program with 20 minutes of daily whole or small group instruction delivered by the teacher. The goal of the program is to develop the

student’s ability to construct meaning of sophisticated vocabulary words within the context of read-alouds and explicit vocabulary instruction.

Target Group

All students in K-1 taught in a whole class or small group setting

Duration

There are 20 grade level trade books in the Text Talk program

General Description

Text Talk enhances young children’s ability to comprehend language and vocabulary, and talk about ideas, events, and characters presented though books. Each lesson focuses on a specific research based comprehension skill and targets six words for substantial vocabulary work. Words from the story are in blue. Words about the story are green. Each level of the Text Talk A program is a careful balance of award-winning classic, new, and multicultural books. The books are arranged by comprehension skill, literary element, and popular themes.


A placement test is not provided since the purpose of Text Talk A is to support the core reading program. Teachers monitor student progress using observational data and a simple (happy/sad face or yes/no) form that asks the student to determine if the vocabulary word in the sentence makes sense.

Resources

The Text Talk A instructional approach was developed by Drs. Isabel L. Beck and Margaret G. McKeown based on findings from their many years of research. The findings are depicted in their book Bringing Words to Life.

http://www.scholastic.com/texttalk http://www.fcrr.org


Text Talk



http://www.scholastic.com/texttalk

Teacher introduces and reads aloud the trade book utilizing stopping points on post-its.

Teacher reads aloud the trade book utilizing stopping points on post-its.

Introduce and Develop Vocabulary

Develop Vocabulary

Integrate Vocabulary and Comprehension

Review and Assess

Duration:20mins/session4-5 days/week

Text TalkK-3 Vocabulary Program

Strategies to support students with Strategies to support students with

Autism other disabilities

Decrease vocabulary

Slow pace

Visuals for vocabulary

Possibly one on one

Visuals for implied meaning

Decrease vocabulary

Slow pace (if necessary)

Read Naturally Intervention

Primary Purpose

Read Naturally is a fluency program designed to develop those skills necessary for fluent reading: speed, accuracy, and proper expression.

Target Group

1st – 8th grades

Duration

Three 30-minutes sessions each week, minimum.

General Description

The Read Naturally program is a sequenced series that includes levels from 1.0 to 8.0 available in an audio taped version, Read Naturally ME, and in a software version, Read Naturally SE. There are 24 nonfiction, high interest stories per level. Implementation of this program begins by assessing a student’s oral reading fluency level using curriculum-based measurement procedures. Once the student’s target level has been determined, he/she follows a specific procedure that includes the following aspects: story selection, key words, prediction, cold timing, read along, practice, comprehension quiz, retell, and hot timing. During this process the teacher is able to monitor the student’s oral reading speed, accuracy, expression, and overall understanding of the story. After passing a story, the student completes a graph reflecting the number of words he/she read correctly. This allows the student to see his/her progress from the “cold timing” step to the “hot timing” step.

Placement/AssessmentRead Naturally provides a placement program that can be used to test students at multiple levels to determine the level and goal considered most appropriate for each student.

Resourceswww.readnaturally.com

http://www.readnaturally.com/


Read Naturally

Self Check ComponentsStudent selects a story within his/her assigned level.

Student reads along to the key words and definitions.

Write a prediction.

Take a cold timing.

Graph cold timing score

Read along to the story as the computer reads it to them.

Practice reading the story multiple times.

Answer the questions.

Teacher times the students as he/she reads for 1 min.

Graph the timing score.

Student retells the story.

Duration:3-4 sessions/week

30min session

Read Naturally/Quick Reads



Adult tracks for student

Use for comprehension

Use for retell

Allow aug com phrases to answer

Allow verbal phrases to answer

Staff does typing/writing

Shorten answer choices/language

Use visuals for background knowledge

Preview story

Adjust levels as needed

Use flexible pacing


Adult track for student

Use to support comprehension

Use visuals for background knowledge

Brainstorm for background knowledge

Preview story

Adjust levels as needed

Use flexible pacing

Harcourt/Trophies Intervention Kit

Primary Purpose

The purpose of the Trophies Intervention Kit is to provide a balanced literacy approach that scaffolds, uses extra support, and extra reading practice that below -level readers need to succeed in the mainstream core reading program.

Target Group

2nd - 5th grade

Duration

4-5 days a week

General Description

The Trophies Intervention Kit includes a balanced literacy approach. The foundation includes Intervention readers that provide reading material at students’ instructional reading levels. These readers support sight vocabulary, content vocabulary, as well as word study, and build sequentially with the beginning of the book being much simpler text than the end of the book. Skipping stories is not recommended. Other materials are listed: Skill cards to pre-teach and re-teach the focus skill for each lesson. The Fluency practice pages include support with word lists and phrase- cued sentences that parallel the reading level of the intervention reader selection. These pages reinforce the phonics skills, vocabulary and offer fluency practice using story context. Comprehension practice pages give students another opportunity to respond to the story read. Focus skills practice pages provide an additional opportunity to practice and apply the focus skill for that lesson. Vocabulary is reinforced through highlighted text in the reader and extra practice pages. An intervention assessment book is available to monitor progress and ensure success.

Placement and Assessment

This intervention is designed to begin at two grade levels below and accelerate the reader to on grade level passages. The assessment book gives assessments that can be used to monitor mastery of skills.

Resources

http://www.fcrr.org/FCRRReports/PDF/Trophies_Intervention_Report.pdf


Harcourt Trophies Intervention Kits


Read the story. Story should directly relate to the focus skill and focus strategy being taught in the CORE classroom.

Teacher and students discuss and work through the vocabulary for the story.

Direct instruction on focus skill and focus strategy being taught.

Practice fluency with fluency builders, the story from the book, or other text.

Work through the comprehension questions.

Reflect on the story by answering a question that needs evidence from the text.

Duration: 25-30 mins/session 4-5 days/week

Harcourt-Trophies Intervention Kit

Strategies to support students with Autism Strategies to support students with other disabilities

Consider using a lower grade level of this intervention than the student’s general education grade level placement

Provide visuals to support new vocabulary

Adapt presentation by providing models for expected responses, incorporating errorless learning

Consider breaking longer segments of instruction into shorter work periods

Apply color coding, based on Goosens’, Crain and Elder for supporting literal comprehension

Provide for as many readings as necessary to establish fluency of text

Consider using a lower grade level of this intervention than the student’s general education grade level placement

Provide visuals to support new vocabulary

Consider breaking longer segments of instruction into shorter work periods

Extend time spent on reading the “self-select” book at week’s end

Repeat lessons, based on student need

Provide for as many readings as necessary to establish fluency of text

Comprehension Strategy Tool Kits

Primary Purpose

The purpose of the Comprehension Strategy Tool Kits is to familiarize students with comprehension strategies they can use while reading both fiction and nonfiction text. Explicit modelings of strategy usage and practical application opportunities for students are at the core of this intervention.

Target Group

Students who are reading at or above a 2nd grade level and are struggling with overall comprehension.

Duration

25-35mins/lesson; 4-5 days/week

General Description

Teacher explicitly models the strategy, and then students have an opportunity to practice the newly taught strategy on the Write About Its wipe on/off sheets. Teacher informally assesses each student on concept understanding.


There are formation and summative assessments included for each strategy taught.

Resources: www.fcrr.org


Comprehension Strategy Tool

Kits

Self Check ComponentsIntroduce and model the strategy using the modeling transparencies

Practice the strategy using Interactive Practice Card

Students apply the strategy independently or in small, teacher-led groups using leveled selections and graphic organizers

Students apply the strategy independently or in small, teacher-led groups using leveled selections and graphic organizers, using Write About its and Quick Checks

Formative assessments to determine students’ additional instructional needs by reviewing the strategy and reinforcing the skill.

Review the strategy and modeling transparencies/practice card

Students re-read leveled selections

Whole class discussion

Summative assessment

Duration:4-5 days/week

25-35mins/session

Comprehension Strategies Tool KitNon-fiction



Choose stories that relate to self-experiences

Use student’s life experiences and real objects to represent story information

Extend the stories with language experience activities

Reduce the length of sentences in the stories

Break apart the text into text boxes

Slow the pace of instruction

Use the kit to teach reading to learn, rather than learning to read

Extend with language experience activities

Allow student to dictate and adult to write. May allow student to rewrite

Use shared pen exercises (alternate staff writes, student writes)

Use repetition

Reduce the reading level and complexity of the stories

Use the kit to teach reading to learn rather than learning to read

Soar to Success

Primary Purpose

The ultimate goal of Soar to Success is to increase students’ understanding of what they read through a research proven approach called reciprocal teaching.

Target Group

3rd-5th grade students reading no more than 1 year below grade level.

Duration

40-50min lessons; 4 lessons/week

General Description

Soar to Success is a reading intervention for students in grades 3-8 who are reading below grade level. It is used in addition to a school’s core reading program. Two primary goals of this intervention are: to accelerate students’ reading ability, and, to help students to quickly and easily apply the comprehension and decoding strategies they have learned to other content area texts.


Soar to Success is intended for students decoding no lower than 1 year below their current grade level.

Resources: www.fcrr.org



Soar to Success


Revisiting: Student discuss previous read Soar to Success books and

independent/student selected books and how they applied the 4 strategies.

Reviewing:Teacher and students review previous day’s reading by summarizing

the story.

Rehearsing:Students predict, question, clarify, and summarize the story. Teacher

does explicit modeling of strategies. Teacher discusses vocabulary, key concepts, and text structure.

Reading and Reciprocal Teaching Strategies:Students silently reading a predetermined portion of the text to verify predictions or to answer questions. The students take turns assuming

the role of the teacher to model the four strategies; questioning, predicting, summarizing, and clarifying.

Responding and Reflecting:Students write a response, complete a graphic organizer, reflect on

strategies used, or discuss and share their responses.

Duration:Students are seen 4-5 days each week for 40-50mins/session.

Soar To Success



Use one story map for each genre consistently that is individualized to each student

Highly supported or pretty independent student

Visuals for main idea/retell etc.

Visuals for picture walk

Use literal “WH” questions

Color code system to help students reference text

Use strategies from Garcia-Winner

Picture walk for prior knowledge

Choose stories that relate to the student

Prompt hierarchy

Use a character web supported with visuals to define all terms used to describe a character (i.e. brother/he/boy/man/son=John)


Use one story map for each genre consistently that is individualized to each student

Visual story maps

Visuals for main idea/retell etc.

Visuals for picture walk

Use literal “WH” questions

Picture walk for prior knowledge

Choose stories that relate to the student

Prompt hierarchy

READ ABOUT

Primary Purpose

The primary purpose of READ ABOUT is a self-managed, research-based, leveled, reading system that meets the needs of many students.

Target Group

2nd - 5th grade reading level at least 2.0 and Lexile level at least 300

Duration

Our recommendation is: three sessions per week, one with the teacher and two computer based, approximately 20-25 minutes in length

General Description

The READ ABOUT intervention is a computer based program that improves student reading comprehension, vocabulary, and content area knowledge. It provides individualized support for students, including English- language Learners. It also enables students to become accountable, independent readers. READ ABOUT also offers continuous, informative assessment and reporting. There is a direct instruction and self-led component that can be supplemented.

Placement and Assessment

The administrator should enter the students estimated reading level as below, on or above grade level when registering each student in the system. Students will take a reading inventory (SRI) on the computer that will determine their Lexile level. The computer will automatically start them at the appropriate level. Reports can be printed to give the administrator updates on how the student is improving or not on their Lexile level, vocabulary, and comprehension skills.

Resources

www.teacher.scholastic.com/products/ReadAbout

http://www.teacher.scholastic.com/products/ReadAbout


Read About


Revisiting: Student discuss previous read Soar to Success books and

independent/student selected books and how they applied the 4 strategies.

Reviewing:Teacher and students review previous day’s reading by summarizing

the story.

Rehearsing:Students predict, question, clarify, and summarize the story. Teacher

does explicit modeling of strategies. Teacher discusses vocabulary, key concepts, and text structure.

Reading and Reciprocal Teaching Strategies:Students silently reading a predetermined portion of the text to verify predictions or to answer questions. The students take turns assuming

the role of the teacher to model the four strategies; questioning, predicting, summarizing, and clarifying.

Responding and Reflecting:Students write a response, complete a graphic organizer, reflect on

strategies used, or discuss and share their responses.

Duration:Students are seen 4-5 days each week for 40-50mins/session.

Read About



Reference Susan Norwell (6+1 Traits for Writing)

Evaluate assessment piece

Allow for verbal answers

Modify for attention/breaks

Use high interest for assessment

Use a character web supported with visuals to define all terms used to describe a character (i.e. brother/he/boy/man/son=John)


In teach/ model presentation adjust wording to ensure that it holds meaning for students

REWARDS (Intermediate Level)

Reading Excellence: Word Attack & Rate Development Strategies

Primary Purpose

The primary purpose of this program is to teach intermediate students (grades 4, 5, and 6) a flexible strategy for decoding multisyllabic words containing two to eight word parts.

Target Group

4th-6th Note: Students should be reading at/above 2.5 reading level.

Duration

Twenty five 50-minute lessons

General DescriptionREWARDS (Intermediate Level) is an intense reading intervention designed for students who have mastered skills associated with first and second grade reading, but have difficulty reading long words. This program consists of 25 comprehensive teacher-directed lessons. Students follow along in their workbooks as the teacher delivers a scripted lesson. In this program, students are taught a flexible strategy for reading longer words rather than a set of rigid syllabication rules. This strategy is based on two realities of the English language: (1) Eighty percent of multi-syllabic words contain at least one prefix or suffix; and (2) All decodable parts of a word contain vowels. Students are taught to identify prefixes, suffixes, and vowel sounds in the rest of the word to assist them in segmenting the word into manageable, decodable “chunks”.

Placement/AssessmentPretest/posttest of word recognition/decoding

Generalization test of word recognition/decoding

Pretest/posttest of fluency assessment

Resources

www.sopriswest.com


Rewards


Before starting the program, it has been determined that the student is reading at or above a 2.5 reading level, and are having difficulty reading long words

Students have been assessed using the appropriate test from the Teacher’s Guide: pre/posttest of word recognition/decoding; generalization test of word

recognition/decoding; pre/posttest-fluency assessment.

One lesson is completed per day.*one lesson can be split into two days if necessary

All parts of each lesson are explicitly taught with a high level of teacher/student interaction.

Black line masters from the Teacher’s Guide are use, when necessary, to create additional material such as overheads, fluency graphs, and fluency passages.

Duration:50-60mons/ lesson

Lessons can be split into two 25min sessionsTeacher needs to complete the 25 lessons

http://www.sopriswest.com/

Rewards

Strategies to support students with Autism Strategies to support students with other disabilities

Apply color coding to word parts to support identification and application of skills for working with word parts

Provide visuals to represent specific word parts (i.e.: affixes, vowels, etc)

Break a lesson into smaller segments of 15-20 min

Provide extended wait time for student responses

Provide for repetition or supplementation of lessons, based on student need

Break a lesson into smaller segments of 15-20 min

Provide extended wait time for student responses

Provide for repetition or supplementation of lessons, based on student need


Primary Purpose

The primary purpose of the Wilson Reading System is teaching decoding and encoding while incorporating phonological awareness practice (segmentation and blending) throughout the lessons. Wilson is appropriate for students who have not internalized the sound and symbol system for reading and spelling: students who are unable to decode words effectively; slow labored readers, who lack fluency; students who often guess at words; students who rely upon memorization and are unable to read unfamiliar words; poor spellers; and students who have been unsuccessful with other reading programs or continue to have gaps in their reading and spelling abilities.

Target Group

2nd – 12th grade in a 1:1 or small group setting

Duration

Wilson is intended to be implemented 1:1 two to five times per week for 55-65 minutes or in a small group five times per week for 40 minutes (or three times per week for 80 minutes). Completion of the program takes one to three years if provided with consistency and integrity.

General Description

The Wilson Reading System is based on Orton-Gillingham principles using very direct, explicit teaching. It is a multistep program based on syllable types (vowel placement tells us the type of syllable, the syllable tells how to say the sound the vowel). It is multisensory as it teaches concepts with visual (color coded/patterns), auditory (phonemic and syllable segmentation and blending), and tactile (sound tapping/finger tapping) methodology. It teaches to automaticity and mastery, going beyond sounds, to teach total word structure with built in constant repetition – weaving past with present concepts.


The Wilson Assessment of Decoding and Encoding (WADE) is administered to determine a student’s starting point in the program. Ongoing assessment is conducted and charted in each step of the program and a student does not proceed until each substep is mastered (correctly reading approximately 95% of the real and nonsense word and spelling 75%-80% of the words).

Resources

www.wilsonlanguage.com www.fcrr.org http://ies.ed.gov/ncee/wwc/



Self Check ComponentsSound Card- Quick Drill

Teach and Review Concepts for Reading

Word Cards

Word Lists in Student Reader

Sentence Reading from Student Reader

Quick Drill of Sounds in reverse

Teach and review concepts for spelling from Dictation Book

Passage reading

Listening comprehension

http://ies.ed.gov/ncee/wwc/


http://www.wilsonlanguage.com/

Duration:2-5 sessions/week

60mins/session

Wilson



Abstract vocabulary and activities make this a difficult program to use for students with Autism.

Use as scripted in Wilson for students with other disabilities if determined to be an appropriate intervention placement.

Interventions Available in Some Schools

Systematic Sequential Phonics They Use



Use as independent work centers, applying across a variety of contexts

Use as file folder activities

Pair pictures with the letters and words, then fade the pictures

Might try this following Jolly Phonics

Teach in small groups or 1:1

Use a dry erase board

Teach using Discreet Trial format


Use to provide a few minutes of daily instruction

Might try this following Jolly Phonics

Teach in small groups or 1:1

Use a dry erase board

Corrective Reading



Not good for non verbal students or student with very limited verbal speech or students cognitively functioning lower

Limit language

Provide visuals

Individualize/limit skills that you are teaching

Omit language that supports using non-sense words

Provide visuals

Individualize/limit skills that you are teaching

Edmark Computer Program Level 1 and 2: Uses whole word approach - Computer and

paper versions



Adult monitoring

Mastery test for continued progress monitoring

Not able to modify on computer

Paper modifications = reduce choices

Increase/change/decrease visuals

Adult monitoring

Mastery test for continued progress monitoring

Not able to modify on computer

Paper modifications = reduce choices

Increase/change/decrease visuals

Language For Learning



Use with students who are verbal or use aug. com device *See glossary for definition of bold words

Use with students who are verbal or use aug. com device

Research on Strategies

Facilitating Reading Comprehension for Students on the Autism Spectrum

(Council for Exceptional Children, 40-45; Jan/Feb, 2008)

Priming Background knowledge Picture walks Visual maps Think alouds and reciprocal thinking Understanding narrative text structure Goal structure mapping Emotional thermometers Social stories Visually cued instruction

Reading Strategies for Special Education Students with Autism

(Compilation of selected research articles collected and presented by Sue Baker, Autism Services Consultant, Iowa, January 2006)

Matching activities Illustrate text Cloze activities Organizational maps Interactive process (listen, speak, red, write related to everyday) Direct Instruction Interactive books (lift the flap, etc) Build background knowledge Think alouds Set a purpose Act out Reciprocal teaching Manipulate objects to represent vocabulary Scaffolding Ehrl’s five stages of word reading development

Evidence Based Strategies and Methods for Teaching Reading

(Beck, Isabel, McKeown, Margaret, Kucan, Linda; Bringing Words to Life, The Guildford Press, 2002, Ukrainetz, Teresa; “RTI: Challenges and Opportunities for SLPs”, ISHA

Convention Presentation, 02/2008)

Errorless learning Repetition Opportunities for application Modified language Systematic patterns and support Experiential learning Variety of contexts Associate meanings across known and unknown words Visual cues Whole word error correction Relate reading to self experiences

Encouraging Pre-Literacy Skills In Children with Speech and Language Disorders

(Bowen, C. (1998). Encouraging pre-literacy skills in children with speech and language disorders,. Retrieved from http://www.speech-language-therapy.com/pre-literacy.html on

7/2009)

Activities for Pre-Lit Skillso Ask “Wh” questions to support comprehensiono Help children make inferenceso Encourage children to ask questions about books/stories and pictureso Do verbal “cloze” sentences, allowing the child to say the next familiar word

phrase o Use books that are of interest to the childo Read aloud to childreno Expose children to “literacy materialso Read to children dailyo Model readingo Encourage “print recognition” in everyday experiences

Activities to foster phonetic awarenesso Sound segmentation and blending taskso Rhyming, etc

Activities to develop phonological awarenesso Point to, say and listen to sounds as adults say themo Student points to rhymes, words verbalized by adults

Activities to develop metalinguistic skills

http://www.speech-language-therapy.com/pre-literacy.html%20on%207/2009

http://www.speech-language-therapy.com/pre-literacy.html%20on%207/2009

o Students must understand the “speech sound, spoken word and meanings of wordso Connect spoken sounds and words and written sounds and wordso Knowledge of communicative adequacy or effectivenesso Revise and repair wordso Word to letter correspondences

Exploration of Strategies for Facilitating the Reading Comp of High Functioning Students w/Autism Spectrum Disorders

(Journal of Autism and Developmental Disorders, Vol. 34, No. 2, April 2004)

Anaphoric cueing (related to ability to label/identify referents)

Research Based Practices for Teaching….

(Morrow, L.m., Gambrell, L., Pressley, M., Best Practices in Literacy Instruction, Second Edition, The Guildofrd Press, 2003)

Phonicso Blend and segmento Change words by varying letterso Relate unknown words to known wordso Explore look alike and sound alike wordso

Vocabularyo Teach target words prior to readingo Brainstorm word families, etco Graphic organizerso Context and picture clueso Personalize learningo Word play

Comprehensiono Teach fluent reading skillso On going and robust vocabulary instructiono Make predictionso Think aloudso Creating imageso Related to selfo Clarify and summarize

Fluencyo Repeated readings

o Extensive practice across a wide variety of textso Discuss text prior to reading

The Research Building Blocks of Reading Instruction

(National Reading Panel, “Put Reading First: The Research Building Blocks of Reading Instruction:, Kindergarten through Grade 3, Second Edition, June, 2003)

Manipulate phonemes by using letters Teach only one or two types of phoneme manipulation (blend or segment, not delete, add

substitute) Logical instructional sequence Repeated and monitored oral reading Teach specific words prior to reading Active engagement Vocab across contexts Graphic and semantic organizers Answer questions Generate questions Recognize story structure Summarize Explicit and direct strategy instruction

Interactive to Independent Literacy

(supports students with atypical language development)

(Reading and Writing Quarterly, 20:237-280, 2004)

Level 1o Joint attention and responsiveness to literacy events maintained by lit partner and

emergent reader Level 2

o Balance and turn take b/t the emergent learner and literacy partner (reader reinforced with literacy interactions)

Level 3o Emergent learner begins to represent the symbolic relationships of written

language forms within the context of literacy partner support Level 4

o Social and interactional support from the lit partner Level 5

o Support for new literacy tasks or contexts

Technologies to support Reading Comprehension in Children with Disabilities

(David A. Koppenhaver, Karen A. Erikson; Center for Literacy and Disability Studies; 1998)

Develop or activate student background knowledge Set purpose for reading (to sequence, to answer wh quest, etc) Read for that purpose Engage in task that demonstrates successful achievement of purpose Provide feedback Use strategy for predict/read/revise prediction Repeated and varied opportunities to read text

Developmental Vision

Vision, Learning and Nutrition

(Donald J. Getz, OD, FCOVD, FAAO, The Journal of Applied Nutrition Volume 28, Winter, 1976; accessed at

http://www.children-special-needs.org/vision_therapy/esophoria_reading.html; 7/2009)

Define the areas of developmental vision o Trackingo Convergenceo Saccadic eye movements o Return sweep

Developmental Vision

(Contributor: Susan Schocket, Career Development, West High School, Wichita KS based on work provided by Jill Karst, Development Clinic, P.O. Box 47146, Wichita, Kansas

67201, (316) 269-3541. Accessed at http://www.teachnet.com/speakout/commentary/vision000815/2.html on 7/2009)

Strategieso Eliminate visual clutter on pageo Use bookmarks (push me, pull me, window) to eliminate visual clutter o Clear/dark print materialo Enlarge print/wide spaceso Light colored paper may present problemso Adequate lighting (from behind if possible)

http://www.teachnet.com/speakout/commentary/vision000815/2.html

http://www.teachnet.com/speakout/contribute/index.html

http://www.children-special-needs.org/vision_therapy/esophoria_reading.html

o Slant desko Sit near front of classo Cut apart pages (math)o Fold pages to reveal less in the visual fieldo Lined paper, dark lineso Read aloud, not silentlyo Oral testso Shorten assignments

Visual Skills Visual Form Constancy (recognizes text when it changes font size, style, etc) Visual sequential memory Visual memory Visual discrimination Visual Spatial Relationships Visual Figure-Ground Visual Closure

Effectiveness of Direct Instruction for Teaching Statement Inference, Use of Facts and Analogies to Students with Developmental Disabilities and Reading Delay

(Focus on Autism and other Developmental Disabilities, Volume 22, No. 4, Winter 2007)

Approaches that address reading comprehension first should address related oral language skills

Direct Instruction supports Increased comprehension Corrective Reading Thinking Basics: Comp Level A

o Sentence Inferenceso Using Facts supported with visualo Analogies

Hill M.S. Data (Autism group)

(Brad Verthein, Mara Hutt-Tiwald, Jessica Kowalewski, Jane Vojk, Cynthia Loiterman (Hill M.S.), Pam Leonard (DST), Linda Warning (DST), 2009)

Increase in level of comprehension, as evidenced by ability to independently and successfully demonstrate comprehension of text through demonstrated use of

o Using webs to make inferenceso Identification of word referents using webso Establish answers for “why” by using “=” (i.e.: touch stove=burn)o Literal comprehension supported with visual story map #1o Referencing text supported with color coding map and using color coded tapeo Problem/solution supported with visual story map #2o Identification of main character supported with character webso Immediate marked change between baseline and treatment conditionso Increase in ability to demonstrate independent comprehension of text as

evidenced by significant decrease in level of cueing

Glossary

Aug. comm. Device- (Augmentative Communication Device)-an alternative way to help students and adults with language disorders use expressive language or receptive language. Augmentative communication can be accomplished through assistive technology devices such as computers or hand held devices. Low technology such as picture communication systems can also be used as augmentative communication.

Character web-a visual map that supports the ability to reference traits and referents related to characters in a reading passage.

Color code system-Goosens', Crain and Elder system that supports colors that classify and organize words according to grammatical categories. It assists in sequencing symbols and in sentence building or syntax skills (verbs are pink, adjectives/adverbs are blue, prepositions are green, nouns are yellow, miscellaneous words are orange).

Direct instruction-a method of instruction that is explicit, intensive, and teacher-directed, that is a continuum of effective strategies for increasing opportunities for learning in the least restrictive setting.

Discrete trial-a one to one adult to student instructional technique that teaches skills in a planned, controlled and systematic manner. It is used when a student needs to learn a skill, but requires the information that should be taught in small repeated systematic steps. It is an adult directed activity. Each trial or teaching opportunity has a definite beginning and end, thus the descriptor discrete trial.

Echolalic-the often pathological repetition of what is said by other people, as if echoing them.

Errorless learning-instructional strategies whereby students are taught skills in a manner that is consistent with not allowing them to make any mistakes. Using the errorless teaching concept, students do not learn an incorrect skill that will then have to be corrected or re-taught, but only learn the correct skill. Initially the correct response is the only response that can be given; therefore a student is not able to demonstrate an incorrect answer.

Garcia-Winner-strategies that support using perspective taking by considering the points of view, emotions, thoughts, beliefs, prior knowledge and intentions of others; considering the perspectives of others.

Language experience activities-the language experience approach is an approach to reading instruction based on activities and stories developed from personal experiences of the learner. The stories about personal experiences are written down by a teacher and read together until the learner associates the written form of the word with the spoken form of the word.

Prompt hierarchy-when students are learning a skill, using a decreasing prompt hierarchy (most-to-least), going from the highest level of prompting necessary for the success of the student and decreasing the level of prompting is the recommended method. Prompt hierarchy levels from most to least are physical support, partial physical support, modeling, gesture, full verbal, partial verbal, gesture and pointing.

Susan Norwell 6 + 1 traits-works with teaching The Four Block Model (created by Ruth Culham) to students with significant physical and cognitive impairments. The Four-Blocks®--guided reading, self-selected reading, writing and words--represent four different approaches to teaching children to read. Daily instruction in all Four-Blocks® provides numerous and varied opportunities for all children to learn to read and write.

http://learningdisabilities.about.com/od/resourcesresearch/tp/choosetechnol.htm

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http://learningdisabilities.about.com/od/learningdisabilitybasics/p/exprslangdisrdr.htm

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