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Moving Research into Classrooms:

College of Education. Center on Teaching and Learning. Moving Research into Classrooms:. Adolescent Literacy Strand Breakout 2 Gina Biancarosa University of Oregon. This afternoon’s topic. Breaking it down. Individualized Intervention. Why won’t one size fit all, or even most?.

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Moving Research into Classrooms:

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  1. College of Education Center on Teaching and Learning Moving Research into Classrooms: Adolescent Literacy Strand Breakout 2 Gina Biancarosa University of Oregon

  2. This afternoon’s topic

  3. Breaking it down

  4. Individualized Intervention

  5. Why won’t one size fit all, or even most? • Because local needs vary • Between states • Between districts within states • Between schools within districts

  6. Why one size doesn’t fit all What they assessed • Phonological Processing • Comprehensive Test of Phonological Processing • Word Recognition • Woodcock-Johnson Psycho-educational Battery • State test • Reading Comprehension • Qualitative Reading Inventory • Fluency • Qualitative Reading Inventory • State test • Vocabulary • Peabody Picture Vocabulary Test (PPVT)

  7. Why one size doesn’t fit all What they assessed • Phonological Processing • Rosner’s Auditory Analysis Test • Word Recognition • Wide Range Achievement Test • Woodcock Reading Mastery Test • Reading Comprehension • Stanford Diagnostic Reading Test • Miscellaneous researcher-designed tests of • Fluency • Working memory • Syntactic awareness

  8. Why one size doesn’t fit all What they assessed • Word Recognition • Woodcock Language Proficiency Battery (WLPB) • Reading Comprehension • Gray Oral Reading Test • WLPB • State test • Fluency • Gray Oral Reading test • Test of Word Reading Efficiency • Vocabulary • PPVT • WLPB • Listening Comprehension • WLPB

  9. Why one size doesn’t fit all What they assessed • Reading Comprehension • Group Reading Assessment and Diagnostic Evaluation (GRADE) • Fluency • DIBELS Oral Reading Fluency • Test of Word Reading Efficiency • Vocabulary • GRADE • Listening Comprehension • GRADE

  10. Lessons from research • How you define “struggling” matters • When using cut scores, prevalence will obviously depend on where they are set • State tests are not always effective for identification • Kansas study • What you assess matters • Canadian study lumped fluency with word recognition, no chance to find word callers

  11. Assessment resources Putting Assessment in the Driver’s Seat http://www.adlit.org/ http://centeroninstruction.org/ files/Assessment%20Guide.pdf http://www.carnegie.org/ literacy/tta/pdf/tta_Morsy.pdf

  12. Individualized Intervention, part 2

  13. Defining student needs

  14. Meeting student needs

  15. Matching interventions to student needs Caveats This list is not comprehensive! This is not a checklist! No one intervention can or should do it “all”!

  16. Intervention resources http://www.centeroninstruction.org/index.cfm http://www.reading.org/General/Publications/Books/BK465.aspx

  17. Some criteria for choosing interventions • What knowledge and skills does an intervention target? • What grade level(s) is it designed for? (And was that the original target?) • What resources will it require to implement? • How much evidence it works?

  18. Knowledge & skills: Some of the A’s Source: Deshler, Palincsar, Biancarosa, & Nair (2007)

  19. Targeted grades: Some of the A’s Source: Deshler, Palincsar, Biancarosa, & Nair (2007)

  20. Resources & evidence: Some of the A’s Source: Deshler, Palincsar, Biancarosa, & Nair (2007)

  21. Evaluating evidence • Don’t be fooled by the term “research-based” • Do pay attention to context • Now customary to report impact of intervention in “effect sizes” • Effect sizes use a standard scale 0 0.25 0.50 1.00 no small moderate large Typical of educational interventions

  22. Effect sizes (ES) for reading interventions Source: Center on Instruction (2007) Caveat: Students not necessarily “targeted” by need

  23. Intensive Intervention

  24. Time is flying • The more intense the struggles, • The older the student, • The more intensive intervention! • More time • More targeted • More supports for grade-level content

  25. Effect sizes (ES) for reading interventions by grade level groupings Source: Center on Instruction (2007)

  26. Closing thoughts • An array of interventions is generally required • Interventions should match not only student needs but also institutional capacity • Plan to reassess institutional needs

  27. Closing thoughts • A research base and evidence of effectiveness do not guarantee success • Plan to study effectiveness of choices • Screening assessments • Programs • Matching students and programs

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