Strategies for Reading Intervention in a ThreeTier Model: Word Work

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Strategies for Reading Intervention in a
Three-Tier Model Word Work

• Carolyn A. Denton, Ph.D.
• Vaughn Gross Center for Reading and Language Arts
  at the University of Texas

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• As a group, poor readers of all ages have
  weaknesses in phonological processing and in
  accurate and fluent word recognition.

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• Comprehension problems OFTEN stem from decoding
  problems. Accurate and fluent decoding is
  necessary but not sufficient for comprehension.

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Virtually all of the effective interventions
used by researchers provide explicit instruction
in the alphabetic principle along with
opportunities for application in text at the
students instructional level.
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• Independent Level 96 - 100 accuracy (the
  homework level)
• Instructional Level 90 - 95 accuracy (the
  teaching/supported level)
• Frustration Level Below 90 (promotes
  ineffective strategies and behavior problems)

If the student misses more than 1 word for every
10 words read, the text is too difficult to use
in reading instruction.
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Intervention at tiers 2 and 3 will almost always
include explicit decoding instruction.

• Tier 1 should include explicit phonics
  instruction in Grades K-2, continued in Grade 3
  for students who need it.
• All students in Grade 3 should receive explicit
  instruction in more advanced word work
• Structural analysis (meaningful word parts)
• Multisyllable words

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Skilled Readers

• Use primarily letters and letter patterns in
  words, rather than context, to identify familiar
  and unfamiliar words
• Process nearly every letter
• Look for known word parts in unknown words
• Use context to confirm pronunciation
• Use context to confirm that the word makes sense
• Recognize many words that they have read often
  automatically.

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Less Skilled Readers

• Rely heavily on context and guessing
• Read slowly and with great effort
• Focus on decoding rather than comprehending
• Skip challenging words and
• sections of text
• Do not monitor their reading to make sure it
  makes sense
• Read much less than more skilled readers

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What Do You Do?

• Theoretically, slight hyponatremia may be
  beneficial by decreasing the concentration of
  hemoglobin within the red blood cell and MCHC.
  Hence, this author prefers to use lactated
  ringers if there is no lactic acidosis over
  normal saline because of the lower sodium content
  of lactated ringers. Lastly, mannitol or
  hypertonic saline should be used with great
  caution in the sickle-cell-disease patient
  because increased serum osmolality may cause red
  blood cell dehydration.

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Why teach phonics?

• English has
• 40 phonemes
• 250 ways of writing them
• Example a_e, ai, ay, eigh
• 600,000750,000 words!

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• Vowel and Consonant Sound Spellings

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What Does Research Say about Phonics and Word
Study?

• Provide explicit and systematic instruction in
  
• letter-sound relations
• how to blend sounds to read words
• Give lots of opportunities for students to
  apply phonics as they read text and spell words
• Phonics instruction is important in Grades K-2
  (and for older students who need it) Word Study
  instruction should continue in the upper grades

89
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Assessment to Guide Instruction

• Diagnostic Assessment Purpose is to find out the
  students strengths and needs to guide
  instruction
• Targeted instruction
• Informal tests

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Assessing Letter and Word Knowledge in Young
Children

• From Denton Hocker (in press). Responsive
  Reading Instruction. Longmont, CO Sopris West.
• Letter-Sound Assessment
• High Frequency Word Assessment

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Apply to All Word Work Activities

• Model and teach
• Show students the correct way. (I do it.)
• Guided practice
• Students do it with teacher support and feedback.
  (We do it.)
• Independent practice
• Students practice alone with teacher monitoring
  and feedback. (You do it.)
• Cumulative practice
• Students practice new items along with items
  already learned.

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Teaching Letter-Sounds

• Refer to Letter-Sound Assessment
• Teach only 2-3 new letter-sounds a week.
• Make words and teach sounding out as soon as
  students know 2 or 3 letter- sounds.
• Use a variety of teaching activities.

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Teaching Letter Sounds and Combination Sounds
Model/Demonstrate

• Point to a new letter or combination to be
  learned.
• Tell students how the letter or combination is
  usually pronounced in words.
• Ask students to repeat.
• Ask individual students.

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Letter-Sound Combinations Guided Practice
Guided Practice
Cumulative practice
eat meat tea leaf team steam flea
leaf red seed team flea tree
Read the underlined part, then the whole word.
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Video Clips

• Teaching Letter Sounds
• Teaching Letter Combinations

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Pick-Up-the-Letter Game

• Provide 2-5 letter cards or magnetic letters
• Pick up the letter that makes this sound.
• Students hide it in their hands
• Show Me
• Model how to pick up a letter that makes a sound.
• Guided and Independent Practice
• Later, include capital letters or write the
  letters.

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Teaching Sounding-Out

• Model for students what to do when they come to a
  hard word
• Use only regular words--not was or come
• Say sound slowly, stretch the word
• Move finger quickly under word, read the word
  fast
• Guided Practice and Monitored Independent
  Practice
• Provide many opportunities to apply the strategy
  when reading text.
• Model and reteach as many times as needed.

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The Point Game

• Implement for practice sounding out words.
• Model with CVC word
• Students must point, say word slowly, and then
  say word correctly.
• Students keep track of points on fingers.

• Provide guided and independent practice.

can
pan
fun
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Video Clip

• The Point Game

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Teaching the Silent e Rule

• Model and teach When a short word ends with an
  e, the e is usually silent and the vowel in the
  word usually says its name.
• Demonstrate by making the word kit with magnetic
  letters or letter cards. Ask the students to read
  the word with you. Then add an e to the end of
  the word to form kite. Point to the i and ask for
  the name of the letter. Repeat the rule and model
  sounding out the word with the long /i/ sound.
• Provide guided and independent practice.
• Later, mix CVC and CVC-E word cards, and practice
  writing words.

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Teaching High-Frequency Words

• Refer to High-Frequency Word Assessment
• Teach unknown and confusing words.
• Model the new word then provide guided practice.
• For independent practice use flashcards (timed),
  write high-frequency words.

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Beat the Teacher Game

• Timed flash card game
• Students need practice identifying high-frequency
  words automatically.
• Review known and recently taught words
• Model the game
• Show student a word card, allow 3 seconds for
  answer. Decrease time gradually to 1 second.
• At end of the game, a student who has more cards
  than the teacher beat the teacher.

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Writing High-Frequency Words

• Pick 12 high-frequency words
• Show the first word, set timer for 1 minute.
• Students write, say the word, cover up words
  until timer goes off.
• If using a white board, students
• erase words one at a time

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Video Clip

• Writing High-Frequency Words

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Three-Step Strategy for Reading Words

• Look for parts you know.
• Sound it out.
• Check it.

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Teaching the Word Identification Strategy

• When a student comes to an unknown word
• Prompt or model the strategy.
• Scaffold with white board or by masking letters
  in text.
• Praise the student for applying the strategy.

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Application to Spelling

• Elements you are teaching for decoding should be
  included in spelling instruction.
• Decoding and encoding should be taught together.

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Basic Spelling Strategy

• Teach students
• To stretch a word sound by sound, and then to
  spell the sounds in the order that they hear
  them.
• While every sound they hear is represented by
  specific letters, they must remember which way
  the sound is spelled in that particular word.
• Sometimes parts of words do not follow the rules.
  For those parts, they must memorize the spelling.

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Give Immediate Feedback

• When a student makes an error
• Prompt them to apply a principle, concept, or
  pattern
• Pronounce the word in a way that exaggerates the
  sounds within each syllable

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Listen and Spell

• Strategy Segmenting a word into sounds and
  writing the sounds.
• Model the strategy with a simple word, then
  practice.
• Guided Practice and Monitored Independent
  Practice
• Later, teach the strategy using words with letter
  combinations and more complex word patterns.

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Sound Boxes (With Print)

• Students first use sound boxes without print
• Model Start with VC or CVC words
• Guided and independent practice Students push
  for the word with magnetic letters.
• Later provide several letters to choose from

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Sound Boxes (With Print)
f
a
n
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Video Clip

• Sound Boxes With Print
• Listen and Spell

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Partner Practice Elkonin Sound Boxes
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• Tier 1 Instruction for Grade 3

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Assessing Decoding The Hasbrouck Quick Phonics
Screener
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Teaching Letter Sounds and Combination Sounds
Model/Demonstrate

• Point to a new letter or combination to be
  learned.
• Tell students how the letter or combination is
  usually pronounced in words.
• Ask students to repeat.
• Ask individual students.

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Word Study Lesson Sequence
Guided Practice
Model
Cumulative Guided Practice
her over winter energy temperatures thermal temper
ate
winter liberty fur lotion energy
temperatures condensation vacation purchase
thermal over evaporation
-er
Supported Application
Students partner-read The Water Cycle with
teacher support
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Independent PracticeWord Sort (May follow with
definition match or sentence writing)
er ur or ar energy turn vapor starchwater s
urface evaporate chartthermal burning works depar
tmentover darknesstemperature
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Word Sorts

• Students sort words according to specific
  features
• Reinforce generalizations and concepts
• Product Record sorted words in columns in a word
  study notebook.

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Sample Word Sorts

• Sort by sound
• Sort oo words (cook vs. boot)
• Sort by spelling pattern
• Sort long a words (a_e words and ai words)

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Supported Application

• Listen to students read the passage with examples
  of the new element
• Move through room as students are
  partner-reading, or have them read silently, but
  turn on the radio as you come to them to read
  quietly to you (Do with students of all levels.)
• Observe to see if students apply the element when
  reading connected text
• Prompt and reteach as needed

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Multisyllabic Words

• When skilled readers encounter a long, unfamiliar
  word, they assign the word a pronunciation by
  breaking the word into manageable units (chunks
  or syllables).
• Less skilled readers need to be taught how to do
  this.

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Syllable Types

• Closed (CVC) (pic-nic)
• Open (CV) (ve-to)
• Silent e (VCe) (de-bate)
• Vowel team (re-frain)
• R-controlled (en-ter)
• Consonant-le (bot-tle)
• Other (a-bove)

Hint Teach basic decoding to older students by
practicing syllable types
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Multisyllabic Words Page
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Word Sort By Syllable Types

• Sort each word by syllable type.
• Write a word under a heading that matches one of
  its syllables and underline that syllable.
• Underline other syllables of the same word as you
  write them on the chart under the appropriate
  headings.
• Each word should appear on the chart as many
  times as it has syllables, with a different
  syllable highlighted in each case.

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Teaching Syllable Types

• Focus on one syllable type at a time.
• Model-Guided Practice-Independent Practice
• Apply to two syllable words
• Apply to longer words.

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Teaching Multisyllabic Words

• Model Model the syllable type and demonstrate it
  with several words.
• Guided Practice Students practice reading lists
  of words with the syllable type
• Supported Application Students read a text
  selection with examples of the syllable type with
  the teacher or a peer.
• Independent practice Students complete
  workstation activities supporting learning of the
  new syllable type and read independently.

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Word Study Sequence Silent e Syllables
Guided Practice
Cumulative Guided Practice
Model
Silent-e syllables cap cape de/bate place/mat com/
pete com/pute
compete wonder baseball history
timeless despite intimidate posess
athlete dis/pute violently disgrace
base/ball time/less dis/pute dis/grace com/pete at
h/lete
Supported Application
Students read Jackie Robinson orally in pairs.
Teacher listens to each student read for at least
two minutes and collects anecdotal record data.
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Multisyllabic Word Practice

• List multisyllabic words from text selection.
• Underline each syllable.
• Ask students to read each syllable, then read
  the whole word.
• If an error occurs on a syllable, point out the
  syllable type, pronounce the syllable correctly,
  and ask students to pronounce the syllable
  again.
• Students read the selection

tremendous segregation
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Flexing

• Teach students to be flexible if a syllable does
  not work according to the rules.
• Play with the word until it makes sense.
• Say the vowel another way.
• Try a schwa sound.
• Check the word to see that it makes sense in the
  sentence.

ded/i/ca/tion
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Flexing
Normal Syllables
tremendous segregation regardless
opportunity intimidate hostility circulated
provoke athletes
Flexing Practice
fountains attempts dedication opposing
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Independent Strategy

• Teach students to
• Locate the vowels
• Look for recognizable parts (like pre-) or
  patterns (like silent-e syllables)
• Get a mouthful of the word (Read each part)
• Read the whole word
• Check to see if it makes sense
• Flex if needed

interesting spoken
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• Carolyn A. Denton, Ph.D.
• Vaughn Gross Center for Reading and Language Arts
  at the University of Texas at Austin
• http//www.texasreading.org/