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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 Reading Intervention

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? Reading Intervention

  • 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 Reading Intervention

  • “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? Reading Intervention

  • 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? Reading Intervention

  • Rate of progress below expectations

    • (Pianta, 2001; Meisels, 2001)

  • NCLB spotlight

  • Impacts behavior


Why focus on literacy
Why focus on literacy? Reading Intervention

  • 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 Reading InterventionTargeted 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? Reading Intervention

  • Intensive collaborative consultation

  • Individual diagnostic teaching model

  • Classroom teacher tutors

  • Teacher-student relationships


What makes the tri unique1
What makes the TRI unique? Reading Intervention

  • 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 Reading Intervention

Re-Reading for Fluency

(~2+ minutes)

Word Work

(~8+ minutes)

Guided Oral Reading

(~5+ minutes)

TRI Extensions


Tri framework1
TRI framework Reading Intervention

Re-Reading for Fluency

(~2+ minutes)

TRI Extensions


Tri framework2
TRI framework Reading Intervention

Word Work

(~8+ Minutes)

TRI Extensions


Initial word work strategies
Initial word work strategies Reading Intervention

  • Segmenting Words

  • Change One Sound

  • Read, Write, & Say

  • Pocket Phrases

Word Work

(~8+ minutes)



Tri framework3
TRI framework Reading Intervention

Guided Oral Reading

(~5+ minutes)

TRI Extensions


Guided oral reading examples
Guided Oral Reading examples Reading Intervention


What makes the tri p rofessional development unique
What makes the TRI p Reading Interventionrofessional development unique?

  • Summer institute

  • Weekly TRI Team meetings

  • Monthly workshops

  • Ongoing collaborative consultation


What makes the tri professional development unique
What makes the TRI Reading InterventionProfessional 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


What makes the tri professional development unique1
What makes the TRI Reading Interventionprofessional development unique?


What makes the tri professional development unique2
What makes the TRI Reading Interventionprofessional development unique?


Preliminary tri results

Preliminary TRI Results Reading Intervention


Three studies tri in rural low wealth schools
Three studies: TRI in rural low-wealth schools Reading Intervention

  • 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 Reading Intervention

  • 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 Reading Intervention

  • 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 Reading Intervention

  • 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 Reading Intervention

  • 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 Reading Intervention

 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


Phonemic awareness improvements
Phonemic awareness improvements Reading Intervention


Phonics knowledge improvements
Phonics knowledge improvements Reading Intervention

Number correct


Oral reading fluency improvements
Oral reading fluency improvements Reading Intervention


Instructional reading level improvements
Instructional reading level Improvements Reading Intervention

  • 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 Reading Intervention

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


One teacher s experience
One teacher’s experience… Reading Intervention


Final thoughts
Final thoughts Reading Intervention

  • TRI = effective early intervention

  • TRI = effective professional development processes

  • Flexible, sustainable & portable


For further information
For further information… Reading Intervention

  • Steve Amendum

    • samendum@email.unc.edu

  • Marnie Ginsberg

    • mginsber@email.unc.edu


The targeted reading intervention model
The Reading InterventionTargeted Reading Intervention Model