The Targeted Reading Intervention: How Rural Diversity makes a difference for implementation

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The Targeted Reading Intervention How Rural
Diversity makes a difference for implementation
Targeting instructional match in every
interaction
Lynne Vernon-Feagans Marnie Ginsberg Steve Amendum
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NRCRES TRI staff

• Lynne Vernon-Feagans, PI
• Steve Amendum
• Peg Burchinal
• Kate Gallagher
• Marnie Ginsberg
• Kirsten Kainz
• Steve Knotek
• Nathan Vandergrift
• Pam Winton
• Pledger Fedora
• Iris Padgett
• Megan Livengood
• Kelley Mayer
• Jason Rose
• Andrea Sauer
• Heather Ward
• Tim Wood

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What is Rural

• US Census Bureau Census Tracts
  http//www.census.gov/geo/www/ua/ua_2k.html
• Population density
• Population size
• NCES Locale Codes
• http//nces.ed.gov/surveys/RuralEd/definitions.asp
  
• Population size
• Distance to an urbanized area

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What makes Rural different from urban?

• Promotive Factors
• More two parent families
• Less population density
• Much less violent crime
• More homes owned by families
• Proportionately more children
• attending Head Start
• Fewer behavior problems in school
• Smaller schools
• More experienced teachers

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What makes Rural different from urban?

• Risk Factors
• Higher percentage of children living in poverty,
  especially minority children
• Outmigration of talented young people because of
  job losses
• Fewer college graduates
• More maternal depression and prescription drug
  abuse
• Lower child achievement levels
• Less educated teachers with lower salaries
• Longer bus rides to school

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The consensus intangibles in rural education

• In a place at a distance from large cities
• Historical roots to agrarian culture
• Access to fewer resources
• Smaller communities and schools
• Ready to meet community needs
• Grounded in a sense of place and rooted in the
  lives of families

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The TRI Study

• Cluster Randomized Clinical Trial
• to assess the effectiveness of the
• TRI in Low Wealth Rural Schools.
• Part of the National Research Center
• on Rural Education Support
  www.nrcres.org/TRI.htm
• www.nrcres.org/TRI.htm
• Funded by the
• Institute of Education Sciences (IES)

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Purpose

• The TRI is designed to improve the literacy
  teaching strategies of rural kindergarten and
  first grade teachers, using an individualized
  diagnostic teaching model, with a specific focus
  on strategies that are effective with struggling
  readers who do not make reading gains using
  traditional reading instruction.

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Why focus on teacher training?

• Research has shown that the first few years of
  school are critical for childrens later school
  success, especially in the area of reading
  (Alexander Entwisle, 1992 Juel, 1988).
• Teachers in rural areas have more experience in
  teaching and knowledge about the background of
  their students but teachers have less access to
  professional development opportunities (GAO
  report, 2004 Lee Burkham, 2003)
• Teachers and parents are more satisfied with
  their schools in rural areas but children come to
  school with less formal and high quality
  preschool experiences (Israel, 2004
  Vernon-Feagans et al., in press).

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The TRI Strategies for Success
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The TRI Model of Reading
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Examples of TRI Strategies Teaching in
the context of the word and text from the
beginning
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Word Work
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Guided Oral Reading
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TRI Materials
TRI Reference Tool
TRI Picture Dictionary
TRI Professional Development Guide

• Posters
• Reading Model
• Stages of Word Work

TRI diagnostic map
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TRI Summary

• Based on research based evidence
• Based on research in special education that
  emphasizes individualized diagnostic teaching
• Specifically geared to children considered
  struggling readers because they do not make
  progress with traditional reading approaches.
• Can be used with any reading curriculum and
  Reading First
• Teaching conducted by the classroom teacher in
  one on one teaching sessions between the teacher
  and child at least 4 times a week until the child
  makes rapid progress
• Teaching literacy that is always geared to the
  context of the word and text.
• Material developed to be extremely affordable by
  any school
• Delivered through a Collaborative Consultation
  Model, specifically geared to the needs of rural
  teachers

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Implementation Diversity Issues in Rural
Education
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Examples of challenges

• Teachers are often in classrooms with no aides
  and no special services
• Teachers know the families of the children and
  have both positive and negative preconceptions
  about child learning
• Teachers are often weary of new families who have
  moved to the area
• Teachers have not been observed in their
  classrooms and may not be comfortable with in
  class consultation and the use of new reading
  strategies
• Children come to school with particularly poor
  readiness skills with respect to learning
• Children come to school with better behavior than
  urban children

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Vernon-Feagans, Ginsberg Amendum, 2006
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How to create a Community of Practice (Buysse
Wesley, in press)

• Teacher responsibility and leadership
• identify struggling learners
• choose who to start working with
• do not change their current curriculum
• chart progress of students
• Teacher collaboration (Lesson Study)
• (Stigler Hiebert, 1999)
• exchange ideas with others
• understand the value of observation
• suggest the ideas for monthly workshops

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Collaborative Structure for Rural Teachers

• 3 Day Summer Institute
• Teachers identify 5 struggling readers
• Biweekly classroom visits from TRI Consultant.
• Grade level meetings to discuss strategies and
  problem solve.
• Daily consultation from the on-site TRI
  consultant
• Bimonthly workshops on topics teachers choose.

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TRI Design
Year 1
Year 2
Kindergarten
1st Grade
Kindergarten
1st Grade
21 high risk (4 teachers) 20 high risk (4 teachers) 30 high risk (6 teachers) 30 high risk (6 teachers)
22 low risk 19 low risk 30 low risk 30 low risk
24 high risk (5 teachers) 25 high risk (6 teachers) 30 high risk (6 teachers) 30 high risk (6 teachers)
30 low risk 30 low risk 30 low risk 30 low risk
Experimental
Control
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Child Characteristics
CON
EXP
Race Black White Other 61 32 7 33 37 31
Gender Male Female 73 27 63 37
Parents Married 46 54
Maternal Education M 11.8 yrs M 13.3 yrs
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Teacher Characteristics
of years teaching M 18 yrs
Teacher Age M 43 yrs
Teacher Race White Black Other 65 30 5
National Board Certification 5
Certification type Temp Regular Specific grade certification Masters Degree 10 40 50 20
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Gain Scores over 4 months
Outcome
F-Test
Group
LSMean
Phonological awareness (CTOPPS) F(1,69) 1.29 C E .52 1.67
Word Attack (Woodcock Johnson) F(1,151) 4.09 C E 27.15 35.86
Letter/Word Identification (Woodcock Johnson) F(1,152) 5.25 C E 34.12 42.22
Vocabulary (PPVT) F(1,120) 0.38 C E 1.20 2.32
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Woodcock-Johnson Tests of Achievement
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Future Directions

• Webcam technology
• TRI consultation in remote rural classrooms in
  real time
• TRI grade level meetings across sites through
  web cam technology
• Problem solving across sites to create a
  community of practice

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Summary

• Rural Schools are different contexts for learning
• Need sensitivity to rural structure and beliefs
  in schools
• Need to break the barrier of access
• Need to break the barrier of isolation
• Individual consultation in real time using the
  TRI provides a major solution to these barriers
  while providing research based literacy
  strategies for struggling learners