Planning Reading Assessment, Goals, and Interventions

1
Planning Reading Assessment, Goals, and
Interventions

• Linking Reading Interventions to Assessment
• and State Standards
• for Secondary Students

2
Skills students must acquire in order to learn
to read

• Understanding sounds within oral language
• Understanding the relationship between letters
  and sounds
• Recognize a large number of words by sight so
  they can read fluently
• Retrieve the meanings of a large vocabulary of
  words
• Think actively while reading in order to
  construct meaning

3
Some unfortunate findings

• Only 1 in 8 of those children in the bottom
  quartile in word reading ability at the end of
  first grade reach grade-level reading skills by
  fourth grade.
• Special education tends to prevent students from
  falling further behind. It does not reduce the
  gap in their reading skills compared to their
  peers.

4
Research Results What Do At-Risk Students
Need?

• systematic and explicit instruction on whatever
  component skills are deficient phonemic
  awareness, phonics, fluency, vocabulary, reading
  comprehension strategies
• a significant increase in intensity of
  instruction
• ample opportunities for guided practice of new
  skills
• systematic cueing of appropriate strategies in
  context
• appropriate levels of scaffolding as students
  learn to apply new skills

5
Intense Instruction

• Increase intensity by
• Increasing instructional time
• Providing instruction in very small groups
  (3 or 4)

6
Issues related to deciding to intensify support

• When?
• The earlier the better
• Whos going to do it?
• Training personnel
• Scheduling
• Progress monitoring
• Treatment fidelity

7
Issues related to deciding to intensify support

• Group Size (3-5 max)
• Amount of time for
• Teaching and re-teaching
• Extending skills
• Instructional delivery
• Explicit
• Systematic teacher wording
• Error correction
• Prioritized content
• Scaffolded support

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Explicit Instruction

• Carefully preplan materials and instruction
• Provide direct instruction
• Fast-paced
• Highly focused
• Many examples and prompts
• Many opportunities to respond (with feedback)
• Provide guided and independent practice

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Systematic Instruction

• Prioritize critical skills needed
• Develop planned sequence for providing
  instruction in critical skills
• Use research validated materials

10
Reading Research RegardingLD Students

• Directed questioning and responses
• Limit the difficulty or processing demands of the
  task
• Small interactive group instruction
• Sequencing
• Drill-repetition practice
• Segmentation
• Technology (including graphic organizers)
• Modeling of problem-solving steps by teacher
• Supplement teacher and peer involvement
• Strategy cues

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Older students with a Mild Reading Disability

• Scores before instruction
• word reading accuracy 30 ile
• fluency 2 ile
• 60 hours of small group instruction
• Scores after instruction
• word reading accuracy 80 ile
• fluency 48 ile
• reading comprehension 70 ile

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Older students with a Moderate Reading Disability

• Before instruction
• Word reading accuracy 10 ile
• Reading fluency below 1 ile
• Comprehension 8 ile
• 100 hours in small group intervention
• After instruction
• Word reading accuracy 39 ile
• Reading fluency 8 ile
• Comprehension 39 ile

13
Older students with aSevere Reading Disability

• Before instruction
• Word reading accuracy 2 ile
• Reading fluency below 1 ile
• Comprehension 8 ile
• 68 hours in one to one intervention
• After instruction
• Word reading accuracy 23 ile
• Reading fluency 5 ile
• Comprehension 27 ile

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The Fluency Gap

• Seems to be related to lack of practice reading
  outside of school.
• This lack of practice results in huge differences
  in sight word vocabulary which impacts fluency.
• Remember that word reading accuracy and
  comprehension skills can be significantly
  improved, even for the most severely disabled
  readers.

15
Essential Componentsof Reading Instruction

• Phonemic Awareness
• Phonics
• Fluency
• Vocabulary
• Text Comprehension

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Alignment of State Standards

• Essential Components of Reading
• Phonemic Awareness
• Phonics
• Fluency
• Vocabulary
• Comprehension

• Benchmarks within the State Reading Standard
• Alphabetics
• Fluency
• Vocabulary
• Comprehension

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Basic Literacy Skills

• Learning to Understand Reading
• Reading comprehension
• Reading vocabulary
• Learning to Read Accurately
• Reading fluency
• Decoding (including phonics, word analysis, and
  phonemic awareness)

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Essential Component 1

• Reading Comprehension
• Reading with understanding,
• reading with purpose, and thinking
• actively while reading

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ACTIVITYRead Dire Straits
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Review Dire Straits

• Except for names, how many of the words are
  totally new?
• Except for names, how many words do you need help
  with pronouncing?
• How many words would you have difficulty using in
  a sentence?
• So is it possible to do these three things and
  still not comprehend?

21
Important Steps in Comprehension

• Activation of background knowledge
• Student need to interact with text
• Drawing conclusions and making inferences
• Monitoring comprehension and using fix-up
  strategies
• Determining importance in text
• Purpose for reading
• Author styles
• Text features

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Research on Reading Comprehension Instruction

• Most effective strategies
• Monitoring comprehension
• Using graphic and semantic organizers
• Answering questions
• Generating questions
• Recognizing story structure
• Summarizing

23
Research on ReadingComprehension Instruction

• Teach strategies explicitly
• direct explanation (why, when)
• modeling of strategies (think-aloud)
• guided practice
• application
• Teach through cooperative learning
• Provide multiple-strategy instruction so that
  students learn to use strategies flexibly and in
  combination

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Two Voices In My Head

• Word Calling Voice
• For some older students, fluency does not
  correlate with comprehension.
• When this voice acts alone, the reader is checked
  out.

• Thinking Voice
• Visualizes
• Predicts
• Connects
• Questions
• Summarizes
• Monitors

25
Reading Process

• Before motivate and engage
• Establish a purpose, activate background
  knowledge, predict, question, preview text
  features,
• During take in and organize
• Predict, Question, Connect, Visualize, Summarize,
  Monitor
• After evaluate
• Summarize, Conclude, Form an opinion, Question,
  Evaluate, Connect

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ACTIVITYRead The House
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Good Instructional Practices

• Before reading
• Purpose for reading
• Advance organizers
• Before, During, and After
• Models, examples, non-examples
• I do it, We do it, You do it

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Instructional Techniques for I do it, We do it,
You do it

• Think Aloud teacher reads aloud and voices
  his/her thinking to model strategies
• Shared Reading teacher reads aloud, students
  follow along, usually whole class strategy
  practice
• Guided Reading small group only, teacher
  divides text in segments, students read and stop
  to discuss the strategy
• Independent Practice student reads silently and
  individually tracks his/her own thinking

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Levels of Reading Difficulty

• Some tests (like the MAP) provide a students
  reading level in lexile ranges
• For example 700-800
• Numbers low in the range reflect levels for
  independent reading
• Numbers high in the range reflect levels for
  instructional reading
• Numbers above the range reflect frustration level

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Levels of Reading Difficulty

• Reading level of material depends on both its
  lexile level and the concepts and content of the
  material
• For example, Animal Farm and The Giver have low
  lexile levels but high levels of difficulty due
  to the concepts

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Assessments of Reading Comprehension

• Gray Oral Reading Test (GORT-IV)
• Secondary Reading Assessment Inventory (Grades
  2-10)
• Maze test (two sources have grades 2-8)
• Answering or Generating Questions
• Accuracy of completion of blank graphic
  organizers about
• Story structure
• Story webs
• Character webs

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Data and Goal for Reading Comprehension

• Goal
• In 36 instructional weeks, James will score 17
  responses correct on an 8th grade Maze probe.
  (baseline 8, which is below the 10th
  percentile)
• Indicator
• R 8.1.4.5 Uses information from the text to make
  inferences and draw conclusions

33
Intervention Notebook

• Reading Comprehension

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Reading Strategies

• Visualize
• Predict
• Connect
• Question
• Summarize
• Monitor

35
Visualization Teaching Point visualize the
important stuff

• A movie across your forehead
• Make a comparison
• Make a chart

36
Visualization Activities

• Comic strips
• Sketches and drawings
• Acting or miming
• Illustrate the comparison
• Make a chart
• Study imagery

37
PredictionsTeaching Point not too general, not
too specific Revise with more information

• Examples
• This will be about a boy who has a hard time
  adjusting to life in a new school.
• This will be about a girl who goes camping and
  will have to survive in nature.

• Non-Examples
• This will be about a boy.
• This will be about a girl who will get separated
  from the group and get attacked by a bear and
  when she is hanging on to her life by a thread
  her dog will find her and go to get help.

38
Predicting Activities

• Keep track of predictions and revisions on a
  chart. (narrative)
• Highlight or flag places in the text that may be
  clues as to what is coming next.
• Determine the text structure to anticipate
  upcoming information.(expository)

39
Connecting

• Text to Self How does the text relate to my
  experiences?
• Text to World How does the text relate to my
  knowledge about the world?
• Text to Text How does the text relate to other
  texts?

40
ConnectingTeaching Point make connections
meaningful

• Examples
• I hate having to split my time between divorced
  parents it makes it hard to know what to expect.
• When my dog died my whole family was really sad.
  We had a funeral in the backyard

• Non-Examples
• My parents are divorced too.
• I had a dog once.

41
Connecting Activities

• Brainstorm questions to ask yourself to aid in
  all three kinds of connections
• Text to self
• Text to world
• Text to text
• Triple Entry Diary
• Marking the text
• Discussing the text
• Finding other texts that relate
• Compare and contrast

42
Questioning

• Question yourself
• Question authors intent
• Pursue and enhance students natural curiosity
• Bad questions
• already know the answer
• its irrelevant (more questions do not equal a
  better grade)

43
Questioning Activities

• Take time to be curious
• Mark in text, mark answers if found
• Questions game
• Keep track of questions that lead to predictions
  on an organizer

44
Summarizing

• Teaching Points
• Compare a summary to a retelling
• Think about structure and purpose of the text
• Use to monitor understanding and check for
  synthesis

45
Summarizing Activities

• Retell/Summarize Activity
• Retell more, more, more
• Highlight important stuff
• Write important stuff in 2 or 3 sentences at
  bottom of pagethats a summary
• Chunk/Summarize Activity
• Chunk
• Key word for each chunk
• Connect key words

46
Chunking

• Ideas for chunking narrative text
• Characters
• Story scenes
• Story elements
• Cause-effect relationships
• Compare-contrast
• Characters
• Settings
• Plots, sub-plots

47
Chunking

• Ideas for chunking expository text
• Topics, categories
• Time periods
• Historical figures
• Concepts, philosophies
• Cause-effect relationships
• Steps in a process
• Properties

48
Summarizing Activities

• Use graphic organizers to find main points (for
  example, text structure or concept map)
• Mark the text sticky notes
• Getting the Gist

49
Monitoring

• Knowing when you dont get it.
• I read it, I just dont remember it.
• Instruction should be ongoing, dont wait until
  you teach all strategies

50
Monitoring Activities

• Track the inner voice (teach through reciprocal
  teaching
• Mark when you space out and note what strategy
  you chose to get back on track
• Mark the text for
• Predictions
• Questions
• Connections
• Summarizations
• Reactions

51
Teaching the Strategies

• Use advance organizers
• Use I do it, we do it, you do it
• Use models, examples, non-examples

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Essential Component 2

• Vocabulary
• Words we must know to communicate effectively

53
Research on Vocabulary Instruction

• Tiered words reflect a way of systematizing
  vocabulary instruction.
• Tier 1 very common, high frequency words
• Tier 2 important and useful words known by a
  mature reader
• Tier 3 very difficult, rare words
• Generally, instruction for meaning should focus
  on teaching Tier 2 words.

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Research on Vocabulary Instruction

• Explicit Instruction, focusing on
• Important words
• Useful words
• Difficult words (e.g., multiple meanings, idioms)

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Research on Vocabulary Instruction

• Implicit Instruction (exposure over extended
  time)
• Students need to read outside of the classroom
• Some students can be encouraged to read outside
  of class by letting them select materials of
  interest at very easy levels of difficulty

56
Research on Vocabulary Instruction

• Multimedia Methods
• Association Methods
• Provide scaffolding
• Teach use of word parts
• Teach use of context clues
• Teach use of reference materials

57
Vocabulary

• Increase
• Opportunities for reading
• Use of varied, rich text
• Opportunities to hear/use in natural contexts
• Use of concrete contexts (pictures, artifacts)
• Opportunities to connect new words to those known
• Study of concepts rather than single, unrelated
  words
• Explicit concept instruction and incidental
  encounters
• Teaching strategies leading to independent word
  finding
• Find the word/concept that will have the biggest
  impact on comprehension
• (Janet Allen, Words, Words, Words)

58
Vocabulary

• Decrease
• Looking up definitions as a single source of word
  knowledge
• Asking students to write sentences for new words
  before theyve studied the word in depth
• Notion that all words in a text need to be
  defined for comprehension
• Using context as a highly reliable tool for
  increasing comprehension
• Assessments that ask students for single
  definitions

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Assessment of Vocabulary Knowledge

• Measures of antonym/synonym knowledge
• Providing word definitions
• Formative assessment items of assessed vocabulary
  indicators
• Completing blank graphic organizers
• PPVT III (oral receptive)
• EOW (oral expressive)

60
ExampleCloze Test

• Goal
• In 36 instructional weeks, when given a
  teacher-made Cloze test where only adjectives are
  omitted, Sarah will insert words of appropriate
  meaning and grammatical type in 75 of the
  blanks. (baseline 25)
• Indicator
• R 7.1.3.1 determines meaning of words or phrases
  using context clues from sentences

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Examples of Activities for Vocabulary Instruction

• Smashed sentences
• Give a list of vocabulary words and see if you
  can use them all in just 2 or 3 sentences
• Linear Array
• Provide pool of words to organize
• Provide words in squares at end
• Provide end words plus one word in middle
• Provide only word in middle

62
Examples from Inside Words

• Previewing Content Vocabulary
• Vocab-O-Gram
• List-Group-Label
• Concept Circles

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Intervention Notebook

• Vocabulary

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Motivation

• Provide choice
• Books of various types, various levels, various
  lengths
• Magazines, atlas, graphic novels, etc.
• Meet the student where she/he is (Orca Soundings)
• Provide
• Read alouds
• Book pass
• Book talks
• Book sharing
• Books by an author they like
• For example, Terry Truman Stuck in Neutral and
  No Right Turn
• Teachers might read Lifers by Pamela Mueller

65
Basic Literacy Skills

• Learning to Understand Reading
• Reading comprehension
• Reading vocabulary
• Learning to Read Accurately
• Reading fluency
• Decoding (including phonics, word analysis, and
  phonemic awareness)

66
To Assess Reading Accurately Skills for
Secondary Students

• Assess oral and/or silent reading fluency
• Assess phonics knowledge of common letter
  patterns
• Assess knowledge of high frequency sight words
• Assess letter-sound knowledge
• Assess phonemic segmentation knowledge

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Essential Component 3

• Fluency
• Ability to read text accurately and quickly,
• with expression

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Why Is Fluency Important?

• Fluent readers are more likely to comprehend what
  they are reading
• Building fluency makes reading less effortful and
  less frustrating for students
• Because building fluency makes reading a more
  rewarding , it increases the chance that a
  student will chose to read (and as a result
  increase incidental learning of vocabulary and
  background knowledge)

69
Research on Fluency

• Repeated and monitored oral reading
• Student-adult reading
• Choral reading
• Tape-assisted reading
• Partner reading
• Readers theatre
• Practice oral rereading at students independent
  reading level (95)
• Model fluent reading

70
Assessment of Fluency

• AIMSweb Words Read Correctly (grades 1 8)
• Gray Oral Reading Test IV Rate
• 3 Minute Reads (Grades 5-8)

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Important issues about measuring fluency in older
students with reading disabilities

• DO assess their fluency levels for diagnostic
  purposes
• DO teach them skills designed to improve their
  fluency levels
• DO NOT use fluency measures for writing and
  progress monitoring reading goals on IEPs for
  older students

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Progress Monitoringof Fluency

• For writing and progress monitoring reading goals
  on IEPs DO NOT measure fluency (i.e., rate) in
  older students (remember the Fluency Gap)
• Instead measure these alternative skills.
• Accuracy of Reading Connected Text
• Recognition of Sight Words or Phrases

73
ExampleText Reading Accuracy

• Goal
• In 36 instructional weeks, John will read a sixth
  grade passage with at least 90 accuracy.
  (baseline 86 on 5th grade passage)
• Indicator
• R 8.1.2.4 uses a variety of word-recognition
  strategies (e.g., orthographic patterns, reading
  and writing text) to read fluently

74
ExampleFry Phrases

• Goal
• In 36 instructional weeks, given a list of the
  first and second sets of Fry phrases, Mollie will
  recognize 80 of the phrases (baseline 50 of
  first set of Fry phrases).
• Indicator
• R3.1.3.1 Expands sight word vocabulary

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Intervention Notebook

• Fluency

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Essential Components 4 5

• Decoding
• (including phonics, word analysis, and phonemic
  awareness)
• Relationship between letters and sounds

77
Research onPhonics Instruction

• Systematic and explicit phonics instruction is
  especially important for at-risk students or
  those with reading difficulties
• Older readers need individualized instruction
  designed for their needs
• Older readers need both phonics and word analysis
  skills

78
Research on Phonics Instruction

• Instruction must be systematic and explicit
• Use a selected, useful set of letter-sound
  relationships
• Introduce this set in a logical instructional
  sequence
• Focus on application of phonetic skills
• Practice application in both reading and writing

79
Assessment of Phonics Knowledge

• Words Their Way inventories
• Nonsense Word Test
• The Names Test
• San Diego Quick Assessment
• Test of Word Reading Efficiency (TOWRE)
• DIBELS
• Nonsense Word Fluency (NWF)

80
Test and Teach Word Analysis Differently

• To assess student skill in word analysis, stimuli
  are non-words
• To teach phonetic skills, teachers should use
  real words

81
Example Nonsense Word Fluency

• Goal
• In 36 instructional weeks, when given a one
  minute probe, Julie will score 50 on DIBELS
  nonsense word fluency. (baseline12)
• Indicator
• R3.1.1.1 Uses decoding skills that include
  knowledge of phonetics and structural analysis
  when reading unknown words.

82
Is it appropriate to link a goal for a 7th grade
student to a 3rd grade indicator?

• The answer is yes, the entire scope sequence of
  the standards provides the framework for
  analyzing progress in the general curriculum.
• Remember that phonics is part of the alphabetics
  benchmark and there are no indicators past 4th
  grade in this benchmark. If you have a student
  that needs to work on phonics skills you will
  have to link to below grade level indicators.

83
Many Skills Are Included In Phonemic Awareness

• Phoneme isolation
• Phoneme identity
• Phoneme categorization
• Phoneme blending

• Phoneme segmentation
• Phoneme deletion
• Phoneme addition
• Phoneme substitution

84
Research Regarding Phonemic Awareness for Older
Students

• Teach phonemic segmentation and blending if
  needed
• You can use the same instructional approaches
  developed for elementary students by focusing on
  oral practice or substituting different pictures
• It is best to teach sounds in combination with
  letters and word study, and that becomes phonics

85
Assessment of Phonemic Awareness

• For Screening or progress monitoring
• Dynamic Indicators of Basic Early Literacy Skills
  (DIBELS) Phonemic Segmentation Fluency (PSF)
• For Diagnostics
• Phonological Awareness Skills Test (PAST) by
  Zgonc, 2000 (in Sounds in Action)

86
Intervention Notebook

• Decoding
• (including Phonics, Word Analysis, and Phonemic
  Awareness)

87
A Balanced Program

• Instructional Reader
• Fluency 20
• Spelling 20
• Comprehension 40
• Writing 20

• Other considerations
• Text types (narrative, expository, technical,
  persuasive)
• Graphics
• Text books
• Newspapers
• Letters

88
Research-Based Curriculum Selection for Standard
Protocol

• A review of reading core curriculum and
  supplemental materials is available at the
  Florida Center for Reading Research. See
  www.fcrr.org/fcrrreports/table.asp
• They also have information about assessments for
  Middle and High Schools. See www.fcrr.org/assessm
  entMiddleHighSchool.htm

89
Deborah McVey Lawrence Public Schools dlmcvey_at_usd4
97.org
A KSTARS projected funded with Federal IDEA Part
B Funds through
Student Support Services