Effective Instruction for Adolescent Struggling Readers Professional Development Module

1. Effective Instruction for Adolescent Struggling Readers Professional Development Module Christy S. Murray, Jade Wexler, Sharon Vaughn, Greg Roberts, Kathryn Klingler Tackett The University of Texas at Austin Marcia Kosanovich Florida State University

2. The Center on Instruction is operated by RMC Research Corporation in partnership with the Florida Center for Reading Research at Florida StateUniversity; RG Research Group; the Texas Institute for Measurement,Evaluation, and Statistics at the University of Houston; and the Meadows Center for Preventing Educational Risk at The University of Texas at Austin.The contents of this PowerPoint presentation were developed under cooperative agreement S283B050034 with the U.S. Department of Education. However, these contents do not necessarilyrepresent the policy of the Department of Education, and one should notassume endorsement by the federal government.2008 The Center on Instruction requests that no changes be made to the content or appearance of this product.To download a copy of this document, visit www.centeroninstruction.org.

3. Objectives of the TOT • Enhance your understanding of selected research-based instructional practices associated with positive effects for adolescent struggling readers. • Teach you how to: • Enhance others’ understanding of these research-based practices; • Teach others to implement these research-based practices.

4. TOT Presentation • This presentation contains all the slides from the PD Module. • Slides in teal color are inserted specifically for this TOT presentation and do not appear in the general PD Module. • A few additional “TOT NOTE” comment boxes appear throughout to provide the TOT participant with additional information. • Feel free to use this TOT presentation with other facilitators who need to be trained.

5. Your TOT Materials • Binder should include: • TOT slides from this presentation (3 per page) • Color-coded handouts to use today for practice • Master Copies of: • PD Module slides and speaker notes (full pages) • PD Module Facilitator’s Guide • Practice Brief • Meta-Analysis • CD containing electronic copies of all documents and presentations

6. Facilitator Qualifications • Facilitator should be someone: • with strong knowledge of reading in the upper grades; • with experience with providing effective instruction to adolescents with reading difficulties; • who has the ability to communicate effectively with peers.

7. One-Day Format Two-Day Format Delivery Options

8. Customization of the PD Module • This PD Module can be used with a wide range of professionals and therefore may be tailored to participants’ needs and interests. • The following are some recommendations for training. Note: Ultimate decision on how to customize this training will be left to the discretion of the facilitator For more detailed information, see Customizing the Professional Development Module.

9. State, District Staff & Other TA ProvidersRecommendations for PD • Train participants in two “chunks” • Ensure that participants have a strong understanding of effective, research-based reading strategies; do not focus on any TOT strategies at this time. • Teach participants how to disseminate this information by identifying facilitators and developing TOT strategies.

10. State and District Staff ParticipantsDuring Initial Training • Provide participants with a copy of the meta-analysis prior to the training since state and district staff may have a high interest in the research base behind the selected strategies. • Spend additional time discussing the findings from the meta-analysis (e.g.,effect sizes) for each module of the PD and the highlighted research studies in the Word Study and Comprehension modules. (Also see the new Professional Development Module Reference Guide) • Spend less time modeling strategies and/or incorporating instructional examples into the training and more time discussing how the research findings broadly translate and which effective instructional strategies should be incorporated into classrooms.

11. State and District Staff ParticipantsAfter the Initial Training • Discuss capacity building: • Development/improvement of secondary literacy initiatives, ways to disseminate the PD Module • Assist state and district staff in identifying appropriate facilitators • Provide a TOT session to identified facilitators

12. Secondary Reading Teacher ParticipantsRecommendations for PD • Use entire PD Module in the pre-established order • Discuss research findings broadly • Focus on delivery of recommended effective practices • Provide a copy of the COI’s practice brief on adolescent literacy

13. Secondary Content-Area Teacher ParticipantsRecommendations for PD • Rearrange the order of the modules • Ex: Present Vocabulary or Comprehension first • Discuss research findings broadly • Focus on delivery of recommended effective practices • Build in more time for modeling of strategies and examples, including samples of expository text • Provide a copy of the COI’s practice brief on adolescent literacy

14. Logistics: Preparing for PD • Determine number of participants • Secure a location • Position tables conveniently • Use two tables at front of the room • Load PPT onto computer • Set up and check all equipment • Check sound quality

15. Necessary Equipment • Laptop • LCD projector • Overhead projector • Large screen • Microphone(s) • Speakers

16. Materials • Electronic copy of PPT • Copy of the speakers notes (for Facilitator only) • Laser pointer • Timer • Sticky notes, pens, etc. at each table • Name badges • Name tents • Copies of slides and handouts • Transparencies of some handouts • Index cards, pre-made flashcards • Copies of the MA and Practice Brief (optional)

17. Use of Speaker Notes • Speaker notes are very thorough and lengthy to provide necessary information and background info to less knowledgeable Facilitators. • Once comfortable with content, Facilitators DO NOT have to read from the script. • Make sure to convey the most important ideas accurately and answer participants’ questions.

18. Pattern • What is ….? • Definition of component • Finding/Implication from the MA • Successful Readers vs. Struggling Readers • Reasons for difficulties • Instructional strategies (with examples/activities) • Highlighted study from the MA (Word Study and Comp only) • Implications for the classroom • Conclusions

19. Explicit Instruction Throughout the PD Module, explicit instruction of strategies is a recommended practice. Model. Provide guided practice. Provide supported, independent practice. Provide immediate feedback to students.

20. How Does the PD Module Relate to Other COI Materials? • PD Module is aligned with the following documents: • Interventions for Adolescent Struggling Readers: A Meta-Analysis with Implications for Practice • Practice Brief • All Reading Strand documents on adolescent literacy • It is helpful for some participants to study these additional documents, but not mandatory.

21. Content • The PD Module consists of the following sections: • Introduction • Word Study • Fluency • Vocabulary • Comprehension • Motivation • Putting It All Together

22. Introduction • The first section of the PD Module provides an introduction to the topic of struggling adolescent readers • Time: 30 minutes (one-day format) or 45 minutes (two-day format) • Materials Needed: • PowerPoint • Copies of slides for participants • Meta-analysis and/or Practice Brief (optional)

23. Adolescent Literacy: Research and Practice One in three fourth-graders is reading below a basic level. Only 31 percent of eighth-graders are proficient readers. (Lee, Grigg, & Donahue, 2007)

24. Essential Components of ReadingElementary Level vs. Secondary Level

25. Objectives Enhance your understanding of selected research-based instructional practices associated with positive effects for adolescent struggling readers. Learn how to implement these research-based practices. NOTE: Assessment and its influence on instruction will not be a focus of this presentation. TOT NOTE: The Reading Strand’s Assessment document will nicely complement this PD Module!

26. Reading Interventions for Adolescent Struggling Readers:A Meta-analysis With Implications for Practice Overall, how effective are the reading interventions for adolescent struggling readers that have been examined in research studies? What is the specific impact of these reading interventions on measures of reading comprehension? What is the specific impact of these reading interventions on students with learning disabilities? Available for download:www.centeroninstruction.org.

27. Scientific Rigor of Highlighted Studies All highlighted studies usedrandom assignment and standardized measures.

28. General Findings of the Meta-Analysis Various levels of intervention effectiveness: Students with LD vs. students without LD; Researcher-implemented vs. teacher-implemented; and Students at the middle school level vs. students at the high school level.

29. Highlighted Studies: Caveat The instructional practices used in the studies we selected represent some of the practices associated with improved outcomes for students in grades 4–12. The scope of this presentation does not allow us to present all studies and referenced practices from the meta-analysis.

30. Essential Components of Reading for Adolescents Word Study Fluency Vocabulary Comprehension Motivation

31. Word Study • Includes instruction in two instructional practices, a highlighted study from the MA, and a participant activity • Time: 60 minutes (one-day format) or 90 minutes (two-day format) • Materials: • PowerPoint • Copies of slides for participants • Copies of Handout 1 • Blank index cards • “Portfolio” flashcard (pre-made by Facilitator)

32. What is Word Study? What do I do when my students with reading disabilities and difficulties cannot read grade-level words accurately?

33. Word StudyPractices that improve word-level reading Research indicates that… Older students in need can benefit from word study instruction(Edmonds et al., in press; Scammacca et al., 2007).

34. COI Meta-analysis FINDING Interventions focused on word study had a moderate overall effect. IMPLICATION For older students struggling at the word level, specific word study intervention is associated with improved reading outcomes.

35. Word Study (Bhattacharya & Ehri, 2004; Nagy, Berninger, & Abbott, 2006; Boardman et al., 2008)

36. Reasons for Word Study Difficulties Students might not have been effectively taught how to decode in the earlier grades. Students might not have been given adequate opportunities for practice. Students may struggle to understand letter-sound correspondences or the “rules of the English language.”

37. Strategies for Teaching Word Study Following are examples of two types of word study practices that can be used with older readers. TOT NOTE: The following slides describe two different instructional practices, and they are labeled “Instructional Practice #1” and “Instructional Practice #2.” The numbers associated with these practices have no bearing on the importance of the practices.

38. Word Study: Instructional Practice #1 Instruction in orthographic processing, or the ability to recognize letter patterns in words and their corresponding sound units. Instructional focus: Various advanced word study components such as syllable types and blending multisyllabic words.

39. Instructional Practice #1: Example Mumble = mum – ble Locate = lo – cate Invalid = in – val – id

40. Instructional Practice #1: How do I Teach it? Teach students to identify and break words into syllable types. Teach students when and how to read multisyllabic words by blending the parts. Teach students to recognize irregular words that do not follow predictable patterns. Teach students to apply these practices to academic words (e.g., tangent, democracy, precision).

41. Syllable Types and Examples Closed (e.g., cat) short vowel Open (e.g., no) long vowel Vowel-consonant-e (e.g., like): e makes vowel long Consonant-le (e.g., mumble) R-controlled (e.g., ar, or, er, ir, ur) Double vowel (e.g., team)

42. Word Study: Instructional Practice #2 Expose students to information and strategies that will help students gain access to the meaning of words and make the connection between decoding and comprehension. Instructional focus: Prefixes, suffixes, inflectional endings, root words, and base words.

43. Instructional Practice #2: Example Transplanted = trans (across) + plant(base word)+ ed (happened in the past) Useless = use (base word) + less (without; not) Careful = care (base word) + ful (full of)

44. Instructional Practice #2: How Do I Teach It? Teach students the meanings of common prefixes, suffixes, inflectional endings, and roots. Provide instruction in how and when to use structural analysis to decode unknown words.

45. Highlighted Study:Bhattacharya & Ehri (2004) Participants 60 struggling readers (non-LD), grades 6 through 9 Received one of two interventions provided by a researcher for four sessions totaling 110 minutes. Received current school instruction. (Comparison Group) n = 20 Syllable Chunking n = 20 Whole Word Reading n = 20

46. Students were taught to: Orally divide multisyllabic words into syllables; State thenumber of syllables; Match syllables to their spelling; and Blend the syllables to say the whole word. Syllable Chunking Intervention

47. Five Steps in Syllable Chunking Intervention Students read the word aloud. If incorrect, they were told the word and repeated it. Students explained the word’s meaning. If incorrect, they were provided corrective feedback. Students orally divided the word’s pronunciation into its syllables or beats by raising a finger as each beat was pronounced and then stated the number of beats. If incorrect, the experimenter modeled the correct response. (e.g., fin – ish = two beats)

48. Five Steps in Syllable Chunking Intervention (continued) Students matched the pronounced form of each beat to its spelling by exposing that part of the spelling as it was pronounced, while covering the other letters. (Different ways of dividing words into syllables were accepted.) If incorrect, the experimenter modeled and explained the correct segmentation and students copied the response. Students blended the syllables to say the whole word. If incorrect, they were told the word and repeated it.

49. Syllable Chunking InterventionLearning Trials Words were presented on index cards one at a time over four learning trials in random orders. Trial 1: Perform all five steps. Trials 2–4: Perform all steps except step 2. Read and analyzed 25 words on each of the 4 days.

50. Students practiced reading multisyllabic words with no applied strategy. Whole Word Reading Intervention