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Accelerating Rural Students Growth with the Targeted Reading Intervention A Dual-Level Intervention for Rural K-1 Stru - PowerPoint PPT Presentation


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Accelerating Rural Students’ Growth with the Targeted Reading Intervention A Dual-Level Intervention for Rural K-1 Struggling Learners and their Teachers. Targeting instructional match in every interaction…. Steve Amendum Marnie Ginsberg Lynne Vernon-Feagans NREA Research Symposium, 2007.

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steve amendum marnie ginsberg lynne vernon feagans nrea research symposium 2007

Accelerating Rural Students’ Growth with the Targeted Reading InterventionA Dual-Level Intervention for Rural K-1 Struggling Learners and their Teachers

Targeting instructional match in every interaction…

Steve Amendum

Marnie Ginsberg

Lynne Vernon-Feagans

NREA Research Symposium, 2007

purpose
Purpose

The purpose of this study is to improve the teaching strategies of rural kindergarten and first grade teachers in literacy, with a specific focus on strategies that are effective with struggling readers who do not make reading gains using traditional reading instruction.

who are we
Who are we?
  • Research project
  • Part of the National Research Center on Rural Education Support
    • www.nrcres.org
  • Funded by the Institute of Education Sciences (IES)
cierra
Cierra
  • “the most challenging student…that I had in all my years of teaching”
  • “I did not know at what moment when she came in the classroom what that day was going to be like. And if she was just going to snap and …lose it – what was she going to do?”
why focus on rural kindergarten and first grade teachers
Why focus on rural kindergarten and first grade teachers?
  • First years of school
    • (Alexander& Entwisle, 1992; Juel, 1988; Vernon-Feagans, Odom, Pancsofar & Kainz, in press; Vernon-Feagans, Gallagher & Kainz, in press)
  • Rural teachers’ experience/access
    • (GAO report, 2004; Lee & Burkham, 2003)
  • Satisfaction/preschool experiences
    • (Israel, 2004; Vernon-Feagans et al., in press)
why focus on struggling learners
Why focus on struggling learners?
  • Rate of progress below expectations
    • (Pianta, 2001; Meisels, 2001)
  • NCLB spotlight
  • Impacts behavior
why focus on literacy
Why focus on literacy?
  • Foundation for subsequent academic learning
    • (Lyon et al., Snow, Burns & Griffin; 1998; Vernon-Feagans, 1996)
  • End of first grade decoding accounts for 40% of reading comprehension during secondary school
    • (Foorman et al., 1997)
what is the targeted reading intervention
What is the Targeted Reading Intervention?
  • For struggling K-1 students
  • Intensive, diagnostic reading instruction
  • Daily
  • Given by the classroom teacher
  • One-on-one  small groups
  • Rapid reading growth
what makes the tri unique
What makes the TRI unique?
  • Intensive collaborative consultation
  • Individual diagnostic teaching model
  • Classroom teacher tutors
  • Teacher-student relationships
what makes the tri unique1
What makes the TRI unique?
  • Real reading from the start
    • Always in the context of words
    • Letter-sound knowledge
    • Mapping sounds to print
  • Low cost/adaptability
tri framework
TRI framework

Re-Reading for Fluency

(~2+ minutes)

Word Work

(~8+ minutes)

Guided Oral Reading

(~5+ minutes)

TRI Extensions

tri framework1
TRI framework

Re-Reading for Fluency

(~2+ minutes)

TRI Extensions

tri framework2
TRI framework

Word Work

(~8+ Minutes)

TRI Extensions

initial word work strategies
Initial word work strategies
  • Segmenting Words
  • Change One Sound
  • Read, Write, & Say
  • Pocket Phrases

Word Work

(~8+ minutes)

tri framework3
TRI framework

Guided Oral Reading

(~5+ minutes)

TRI Extensions

what makes the tri p rofessional development unique
What makes the TRI professional development unique?
  • Summer institute
  • Weekly TRI Team meetings
  • Monthly workshops
  • Ongoing collaborative consultation
what makes the tri professional development unique
What makes the TRI Professional Development unique?

Ongoing collaborative consultation:

  • TRI Consultant, in NC, provides support all year
  • On-site Consultant, for K-1 teachers
    • Facilitates the TRI Professional Development process
  • Bi-weekly individual consultation
    • Via webcam
    • Focus on the TRI session and the specific student’s needs
  • Weekly or bi-weekly problem-solving meetings
    • driven by TRI diagnostic teaching and a problem-solving process
three studies tri in rural low wealth schools
Three studies: TRI in rural low-wealth schools
  • Study 1
    • one semester TRI intervention
    • non-Reading First schools
    • 168 K-1st children
  • Study 2
    • two semester TRI intervention
    • Reading First schools
    • 170 K-1st children
  • Study 3
    • in-depth case study of TRI instruction
    • one teacher and 1st grade student
research design study 1 and study 2
Research design: Study 1 and Study 2
  • Randomly assigned schools to intervention or control
  • All kindergarten and first grade classrooms
    • 5 focal children in each classroom were randomly selected from those children identified by the teacher as struggling learners
    • 5 non-focal children in each classroom were randomly selected from those children identified by the teacher as not struggling learners
study 1 key findings
Study 1--Key findings
  • Struggling students who receive the TRI with adequate implementation
    • greater growth in the Woodcock-Johnson Letter/Word ID subtest
    • greater growth in the Peabody Picture Vocabulary Test.
  • No K-1 children retained in experimental school
    • 10 retained in control schools
study 2 key findings
Study 2--Key findings
  • Struggling students identified to receive the TRI
    • greater growth in the Woodcock-Johnson Basic Reading cluster
    • greater growth in the Woodcock-Johnson Letter/Word ID subtest
  • Struggling students who receive the TRI with adequate implementation
    • greater gains in their teachers’ ratings of their literacy skills
study 3
Study 3
  • One first grader, “Cierra”
    • Struggled with reading and academics
      • Pre-primer reading instructional level
    • Exhibited serious behavior problems
  • TRI instruction March 10, 2006 thru May 10, 2006
study 3 key findings
Study 3—Key findings

 Dramatic improvement in multiple areas

  • Phonemic awareness
  • Phonics knowledge
  • Oral reading fluency
  • Instructional reading level
  • Self-selected reading practice
  • General classroom behavior
  • General classroom performance
  • Teacher-student relationship
instructional reading level improvements
Instructional reading level Improvements
  • March 10
    • Pre-primer reading instructional level (94% accuracy)
  • April 11
    • First-grade reading instructional level (90% accuracy)
self selected reading practice
Self-selected reading practice

11/05 12/05 1/06 2/063/1-3/20 3/21-4/24

final thoughts
Final thoughts
  • TRI = effective early intervention
  • TRI = effective professional development processes
  • Flexible, sustainable & portable
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