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Accelerating Students’ Growth with the Targeted Reading Intervention (TRI). A Dual-Level Professional Development Intervention for K-1 Classroom Teachers and their Struggling Learners. Marnie C. Ginsberg Steve Amendum National Reading Conference 2007.

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Accelerating Students’ Growth with the Targeted Reading Intervention (TRI)

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Accelerating students growth with the targeted reading intervention tri l.jpg

Accelerating Students’ Growth with the Targeted Reading Intervention(TRI)

A Dual-Level Professional Development Intervention for K-1 Classroom Teachers and their Struggling Learners

Marnie C. Ginsberg

Steve Amendum

National Reading Conference

2007


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“Because effective early reading intervention will always be costly in terms of time, money, and effort, the reading field must strive to develop and test efficient, adaptable ways to provide such intervention.”

-- D. Morris, Tyner, & Perney, 2000


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teachers

struggling students

Purpose

Our purpose is to describe how theory and research informed the development of the Targeted Reading Intervention (TRI)–a dual-level reading intervention, integrating early intervention & professional development for the benefit of primary-grades teachers and their struggling students.


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Transactional model of early reading development

Motivation: Guthrie’s Reading as Engagement

Cognition:Share’s Self-Teaching Hypothesis

Child

Explaining Cumulative Effects:Stanovich’s Matthew Effects

Teacher

The Relational:Literacy via the teacher-child relationship (Pianta)


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The Interaction of Decoding & Sight Words


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How did theory and research inform the TRI instructional design?


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Share’s Self-Teaching Hypothesis

Guthrie’s Reading as Motivation

Stanovich’s Matthew Effects

Literacy via the teacher-child relationship (Pianta)

Integrating phonemic awareness, phonics, & sight word practice in the context of real words; student discovery

Beginning with books; focusing on student’s interests; hand’s on activities; constant challenge; responding to the student

Early intervention; enhancing pedagogical & content knowledge of classroom teacher; comprehensive model of reading; instructional continuity

1-on-1 time daily; responding to the student’s responses; instructional continuity

From theory to TRI practice


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The Targeted Reading Intervention Model


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How did theory and research inform the TRI professional development design?


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Content knowledge  more effective teaching (Carreker et al., 2005; Cooter, 2003; Timperley & Phillips, 2003)

Coaching teachers as they learn reading content and pedagogy(e.g., Blachowicz, Obrochta, & Fogelberg, 2005; Cooter, 2003)

Integrated with teachers’ daily work and school lives (Kelleher, 2003; Taylor & Pearson, 2004; Taylor, Pearson, Peterson, & Rodriguez, 2005)

Site-based learning communities working toward common goals; driven by student assessment data (Guskey, 2003; Hasbrouck & Denton, 2007; Morris, Chrispeels, & Burke, 2003; Taylor & Pearson, 2004; Taylor et al., 2005)

Knowledge of early reading development; efficient reading strategies; diagnostic thinking skill

Ongoing collaborative consultation; diagnostic thinking

Focused on one struggling reader & their daily performance

Weekly/bi-weekly problem-solving team meetings, revolving around individual student’s daily performance

Professional development: theory & research to practice


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What is the instructional framework of the TRI and why is it unique?


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What is the Targeted Reading Intervention?

  • For struggling K-1 students

  • Intensive, diagnostic reading instruction

  • Daily; 15-20 minutes

  • Given by the classroom teacher

  • One-on-one  small groups

  • Rapid reading growth


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What makes the TRI unique?

The combination of

  • Classroom teacher tutors

  • Teacher-student relationships

  • Individual diagnostic teaching model

  • Real reading from the start

  • Integrating phonemic awareness, phonics, &alphabetic principle from the start

  • Always in the context of words

  • Letter-sound knowledge

  • Mapping sounds to print

  • Low cost/adaptability


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TRI framework

Re-Reading for Fluency

(~2+ minutes)

Word Work

(~8+ minutes)

Guided Oral Reading

(~5+ minutes)

TRI Extensions


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TRI framework

Re-Reading for Fluency

(~2+ minutes)

TRI Extensions


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TRI framework

Word Work

(~8+ Minutes)

TRI Extensions


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Initial word work strategies

  • Segmenting Words

  • Change One Sound

  • Read, Write, & Say

  • Pocket Phrases

Word Work

(~8+ minutes)


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The Interaction of Decoding & Sight Words


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TRI framework

Guided Oral Reading

(~5+ minutes)

TRI Extensions


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The Targeted Reading Intervention Model


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What makes the TRIprofessional developmentunique?


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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

    • Serves as leader for school-wide capacity building

  • 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


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What makes the TRI professional development unique?


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What makes the TRI professional development unique?


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Significance of this dual-level intervention, integrating early intervention and professional development

  • TRI integrates multiple goals for students, teachers, and schools

    • Efficient, effective professional development: integration of reading content with community-based problem-solving process

    • Effective early intervention: students’ rapid growth

    • Benefits of push-in model

      • Instructional continuity for child across day

      • Teachers learn via their own specific student’s needs

      • Teacher/child relationship; spinoffs for behavior & general classroom engagement


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For further information…

  • Marnie Ginsberg

    • [email protected]

  • Steve Amendum

    • [email protected]


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Preliminary TRI results


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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

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.

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

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

Three studies: TRI in rural low-wealth schools


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