RTI for the Struggling Reader: Once Is Never Enough!

1. RTI for the Struggling Reader: Once Is Never Enough! Barbara A. Marinak, Ph.D. bam234@psu.edu

2. RTI IDEIA (Individuals with Disabilities Education Improvement Act: 2004) mandates the use of early intervening services) to: • Identify children who are members of a disaggregated subgroup with a specific learning disability whereby the discrepancy model could result in over identification.

3. Provide effective instruction and intervention to all children at risk for school failure.

4. Assess Comprehensively • Narrowly focused assessments lead to limited interventions • For example, assessing and intervening in a reading sub skill such as rate, nonsense word recognition, or phonemic awareness results in minimal gains in the sub skill and no gains in reading comprehension.

5. Explicit reading instruction should be informed by a balanced portfolio of instrumentation that includes criterion-referenced measures and performance based assessments.

6. Explicit? • Precisely and clearly expressed • Readily observable • Fully and clearly defined • Generalizations that are powerful and precise

7. Explicit Reading Instruction • Reading instruction that is readily observable, precise and clearly expressed • Reading instruction that teaches powerful generalizations by affording immediate opportunities for application

8. Explicit instruction involves more teacher-student interaction, student talk, opportunities for reading practice in high interest, challenging text and specific feedback.

9. Once Is Never Enough! Repeated Experiences with Book Language • Talking • Reading • Rereading • Responding

10. What is Oral Language? Learning Remembering Sharing Information Reconciling Ambiguity Persuading Others Entertaining Sharing Ideas Telling Others How You Feel

11. Jerome Bruner (1983) Proficiency in oral language provides children with a vital tool for thought. Without fluent and structured oral language, children will find it very difficult to think.

12. What does research tell us about oral language development? Children should engage in lively discussions based on interesting inquiry. Children should use text to discuss their comprehension responses. Children should describe new information gained from reading their in own words.

13. Teachers Matter Students incorporate the words that teachers use frequently in the classroom. The words become part of their expressive vocabulary. Biemiller, 2003

14. So…now what?

15. High five for all you do!

16. Features of Text • Structural Grammars

17. Elements of Fiction • Characters: The living beings in stories, plays, and poems that speak, think, and carry out the action. A character can be a person, animal or a personified object. • Setting: When and where the story occurs.  • Problem: The conflict or goal around which the story is organized.  • Events: One or more attempts by the main character(s) to achieve the goal or solve the problem.  • Resolution: The outcome of the attempts to achieve the goal or solve the problem. • Theme: The main idea or moral of the story.

18. Character Map Text example of quality Character Character quality

19. Informational Grammar Just as there is a narrative story grammar, there is also an “informational grammar” (Marinak & Gambrell, 2007).

20. Five Text Elements of Informational Grammar: • Author’s Purpose • Major Ideas • Supporting Details • Aids • Important Vocabulary (Marinak, Moore, & Henk, 1998)

21. Four text structures occur frequently in elementary books and textbooks: • Enumeration • Time Order • Compare/Contrast* • Cause and Effect (Hall, Sabey & McClellan, 2005; Neufeld, 2005; Richgels, McGee, Lomax & Sheard,1987; Williams, 2005)

22. Before Reading: Vocabulary • Text Impression • Vocabulary Anticipation

23. Text Impression Antarctic

24. Text Impression Antarctic African

25. Text Impression Antarctic African one

26. Text Impression Antarctic African one rookery

27. Text Impression Antarctic African one rookery herd

28. Group on land is a waddle or colony • Nesting group is a rookery • A group of babies is a crèche • A group in the water is a raft

29. Text Impression Antarctic African one rookery herd kindergarten

31. Vocabulary Anticipation • We will continue with Wild Babies by reading about alligators and frogs. What words do you think you will read in the text about these two young animals? • If not anticipated, add: *************

32. During Reading • Questioning • Self-Questioning

33. Q-Matrix

34. Q-Matrix TEXT + me = literal (stems 1-12) Text + Me = inferential (stems 13-24) text + ME = extended (stems 25-36)

35. Q-Matrix

36. Q-Matrix

37. Q-Matrix

38. TEXT + me = literal How long do penguin chicks stay in a kindergarten? How old is a giraffe calf when it enters a kindergarten?

39. Text + Me = inferential When would penguins and giraffes form kindergartens?

40. text + ME = extended Giraffes and penguins use kindergartens to protect their young. What might other animals do to protect their babies?

41. After ReadingCompare/Contrast • Responding • Summarization

42. Compare/Contrast Summary We can compare and contrast giraffes and Emperor penguins. Giraffes live in Africa but Emperor penguins live in Antarctica. Giraffes have live births. Emperor penguins lay eggs. Both giraffes and Emperor penguins have one baby at a time. Giraffes and Emperor penguins are similar in how they protect their young. These two animals place their babies in kindergartens.

43. After ReadingResponding/Summarization • Text Map

44. Compare/Contrast

45. Compare/Contrast

46. After ReadingResponding/Summarization • Pattern Guide

47. Compare/Contrast

48. Compare/Contrast

49. After ReadingResponding/Summarization • Retelling Pyramid

50. Retelling Pyramid one How many babies do giraffes and penguins have at a time? Antarctica Africa Use two words to describe where this penguin and giraffe live. egglivebirth In three words, list how the giraffe and penguin have babies. caredforinkindergartens In four words, describe how giraffes and penguins protect their babies.