What are early intervention programs and what are their key components?

1. What are early intervention programs and what are their key components? Unless stated otherwise the content of this section is based on Chapter 14 – Gunning, T.G. (2010) Assessing and Correcting Reading and Writing Difficulties. Boston, MA.: Pearson, Education, Inc. Benedictine University

2. Early Intervention Programs • Reading Recovery • Early Intervention in Reading (EIR) • Early Steps • Road to Reading • Success for All • Volunteer Tutoring Programs Benedictine University

3. Key Components of Early Intervention Programs • According to Leslie and Allen (1999), the following components impact the effectiveness of early intervention programs: • Number of rimes introduced • The amount of reading that students do at home • The level of parental involvement in the students’ at-home reading Benedictine University

4. Model Program for Early Intervention Individual Activity: • In Assessing and Correcting Reading and Writing Difficulties, elements of a model program for early intervention are listed on page 501 – 503 • You will be assigned one of these elements, and you will create a visual representation for use as a reminder to ensure that this element is included in the intervention program. • Use pages 501-503 in Assessing and Correcting Reading and Writing Difficulties • We will be building a class collage for the elements of a model program for early intervention Benedictine University

5. Setting Up a Structure… • The following is a suggested routine for an intervention program: • Rereading of a familiar book (5 minutes) • Word study during which a new pattern, initial consonant, or other element is presented (5-10 minutes) • Introduction and reading of a new book (10 minutes) • Writing a sentence (5 minutes) • Taking a book home to read independently or to parents Benedictine University

6. How can you compare and contrast specialized techniques for teaching reading? Unless stated otherwise the content of this section is based on Chapter 14 – Gunning, T.G. (2010) Assessing and Correcting Reading and Writing Difficulties. Boston, MA.: Pearson, Education, Inc. Benedictine University

7. Specialized Training Techniques for Reading • About 1 in 100 low achieving readers has such severe difficulties that he/she will need highly specialized programs to learn to read • The VAKT and Orton Gillinghamprograms are Tier III interventions and should only be used in severe cases • Both programs have been the basis for many other successful programs Benedictine University

8. VAKT Overview • VAKT is a Visual-Auditory-Kinesthetic-Tactile tracing technique • An adaptation of the Fernald tracing technique • VAKT is the word-learning component of the Language Experience Approach method • Most words are therefore learned in a writing context Benedictine University

9. When to use VAKT: • If a student is very slow to learn printed words, and even after learning them seems to quickly forget words • Students must be able to: • See • Hear • Speak • Ability to move hands • Students should know most of their letters • Students should have some phonological awareness Benedictine University

10. Introductory Stage of VAKT • Set up a positive environment • Sit next to the student, on the side of their dominant hand • Explain the technique to the student • Invite the student to suggest a word he/she would like to learn • Steps: • Ask student the beginning letter of the word and how many parts (syllables) it has • Look up the word in the dictionary • Write the word on 4x12 inch paper • Underline the syllables • Trace the word for the student until he/she feels comfortable tracing it • Have the student trace the word until he/she can write it from memory Benedictine University

11. Keeping Records • Keep records of: • # of times a word was demonstrated • # of times a word was accurately traced • # of times a word was partially traced • # of incorrect/correct writings from memory Benedictine University

12. Stage 1 of VAKT • Steps remain the same EXCEPT the words are no longer chosen by the student, but instead are words needed for their writing • The steps become the following: • Student dictates a story • Teacher writes the story • Teacher dictates story back to student • Student uses VAKT for any unknown words Benedictine University

13. Stage 2 of VAKT • Students no longer trace words • Students study words are written on a 4x6 card by the teacher Benedictine University

14. Stage 3 of VAKT • Students use the dictionary to locate words, rather than the teacher-written copy to learn new words Benedictine University

15. Orton Gillingham Approach • Highly structured, skill and drill phonics technique • After learning 9 consonants and a vowel, students begin spelling words • Procedure: • Teacher says a word • Student repeats it • Student names its letters • Student writes each letter as he says it • Student reads the word • Click on the link below to learn more about the Orton Gillingham Approach: • http://www.orton-gillingham.com/ Benedictine University

16. Venn Diagram VENN Diagram Partner Activity: • Read about the Orton-Gillingham approach on pages 512-513 in Assessing and Corrective Reading and Writing Difficulties • Compare the Orton-Gillinhamto the VAKT approach • Work with a partner or small group to complete a Venn Diagram that compares these two tier III programs Benedictine University

17. Other Orton Based Programs • Wilson Reading System • Highly-structured program for students in Grades 3 and up, who have decoding problems. • A typical lesson: • Card drill • A new pattern or card is introduced • Quick drill • Review or teach how to spell the element introduced • Dictation of the words, sounds, and sentences • Students read a passage designed specifically to reinforce the patterns taught so far. • Teacher reads a literature selection to build background knowledge and vocabulary Benedictine University

18. Other Orton Based Programs • Recipe for Reading • Slingerland • Alphabetic Phonics • Project Read • Starting Over • The Spaulding Method • Lindamood Bell Program Benedictine University

19. What are strategies for working with older struggling readers (teens/adults)? Unless stated otherwise the content of this section is based on Chapter 14 – Gunning, T.G. (2010) Assessing and Correcting Reading and Writing Difficulties. Boston, MA.: Pearson, Education, Inc. Benedictine University

20. Older Learners • Use a holistic approach • Use real life materials • Do not use children’s picture books or a basal series • Consider using the Language Experience Approach • Provide students with audio texts when available • Use the Directed Listening and Thinking Activity (DLTA) with textbooks • Involve collaboration when possible Benedictine University

21. Secondary Reading Program for Struggling Readers Should Include: • Systematic instruction in learning strategies • Facilitated by language arts or English teacher or reading specialist • Strategies could include summarizing, note-taking, outlining, and SQ3R • Embedded instruction in learning strategies in all content areas • Facilitated by content teachers, using strategies appropriate for their content • Strategic tutoring • For students who are significantly below grade level, who may be still struggling with decoding skills and fluency Benedictine University

22. What are strategies for working with English language learners? Unless stated otherwise the content of this section is based on Chapter 14 – Gunning, T.G. (2010) Assessing and Correcting Reading and Writing Difficulties. Boston, MA.: Pearson, Education, Inc. Benedictine University

23. ELL Students • Whenever possible, initial reading instruction should be done in a student’s native language • Literacy instruction should wait until some reasonable level of oral proficiency has been achieved • Conversational English proficiency is obtained in 2 years, academic English takes 5 to 7 years • Focus on content – not form – during instruction • Choose materials that are at the student’s reading and interest levels and are culturally relevant, when possible Benedictine University

24. Special Comprehension Strategies for ELL students • Find cognates for words • Carnivorous is similar to carnivoro • Activate prior knowledge in both languages • Translate text into native language when struggling • Reflect on passages in native language • Use texts with predictable language and pictures • Use texts with some of the students’nativelanguages Benedictine University