Strategic Reading Intervention

1

• Strategic Reading Intervention
• Addressing RTI for the Struggling Reader
• Barbara A. Marinak
• bam234_at_psu.edu

2
(No Transcript)
3
RTI

• IDEIA (Individuals with Disabilities Education
  Improvement Act 2004) mandates the use of early
  intervening services) to
• Identify children who are members of a
  disaggregated subgroup with a specific learning
  disability whereby the discrepancy model could
  result in over identification.

4

• Provide intervention to all children at risk for
  school failure.

5
RTI Practice Guide

• Intervention should take place in small
• homogenous groups ranging
• from three to four students using curricula that
• address the major components of reading
• instruction(comprehension, fluency, phonemic
• awareness, phonics, and vocabulary).
• IES, 2009

6
Assess Comprehensively

• Narrowly focused assessments lead to limited
  interventions
• For example, assessing and intervening in a
  reading sub skill such as rate, nonsense word
  recognition, or phonemic awareness results in
  minimal gains in the sub skill and no gains in
  reading comprehension.

7

• Explicit reading instruction should be informed
  by a balanced portfolio of instrumentation that
  includes criterion-referenced measures and
  performance based assessments.

8
Explicit?

• Precisely and clearly expressed
• Readily observable
• Fully and clearly defined
• Generalizations that are powerful and precise

9
Explicit Reading Instruction

• Reading instruction that is readily observable,
  precise and clearly expressed
• Reading instruction that teaches powerful
  generalizations by affording immediate
  opportunities for application

10

• Explicit instruction involves more
• teacher-student interaction, student talk,
• opportunities for reading practice in high
• interest, challenging text and specific
• feedback.

11

• Avoid The Matthew Effect by committing to The
  Practice Effect!

12
The I in RTI

• Intervention or Instruction?

13
Tier 1 Core Classroom Instruction

• Research indicates that core classroom
  instruction should contain the following
• Explicit reading instruction for every child,
  every day in a small group that provides
  appropriate text-reader match (Pressley, 1998)
• Differentiated instruction in word study,
  vocabulary, and comprehension at every grade
  level (NRP, 2000, IES, 2009)

14

• Use of flexible grouping patterns (heterogeneous
  and homogenous grouping based on need) (Pressley,
  1998)
• Use of a balanced text collection (leveled
  readers and authentic text) based on need and
  purpose) (Duke, 2003, Pressley, 1998)

15
Intervention

• Research indicates that core classroom
  instruction should contain the following
• Explicit reading instruction for every child,
  every day in a small group that provides
  appropriate text-reader match (Pressley, 1998)
• Differentiated instruction in word study,
  vocabulary, and comprehension at every grade
  level (NRP, 2000)

16

• Use of flexible grouping patterns (heterogeneous
  and homogenous grouping based on need) (Pressley,
  1998)
• Use of a balanced text collection (leveled
  readers and authentic text) based on need and
  purpose) (Duke, 2003, Pressley, 1998)

17
The I in RTI

• Intervention or Instruction?

18
Sonow what?
19

• Today's discussion will focus on explicit
• reading instruction that can take place in
• core or intervention.

20

• Intervention cannot be considered effective
  unless it provides for greater levels of
  proficiency in core.
• Critical to progress in core reading is explicit
  instruction in transference.

21
Features of Text

• Structural Grammars

22
Elements of Fiction

• Characters The living beings in stories, plays,
  and poems that speak, think, and carry out the
  action. A character can be a person, animal or a
  personified object.
• Setting When and where the story occurs. 
• Problem The conflict or goal around which the
  story is organized. 
• Events One or more attempts by the main
  character(s) to achieve the goal or solve the
  problem. 
• Resolution The outcome of the attempts to
  achieve the goal or solve the problem.
• Theme The main idea or moral of the story.
•  

23
Research Findings

• Studies also indicate that children become aware
  of and are comfortable with narrative story
  structure (characters, setting, problem, events,
  solution) at an early age. In other words, due to
  narrative reading practice and instruction in
  story grammar, fiction text becomes predictable
  (Williams, 2005).

24

• It is just as important that informational
  reading practice be increased and that students
  become aware of and comfortable with the
  predictable elements and text structures that
  occur across informational text (Marinak
  Gambrell, 2007).

25
Informational Grammar

• Just as there is a narrative story grammar,
  there is also an informational grammar (Marinak
  Gambrell, 2007).

26

• Five Text Elements of Informational Grammar
• Authors Purpose
• Major Ideas
• Supporting Details
• Aids
• Important Vocabulary
• (Marinak, Moore, Henk, 1998)

27
Teach the Text Structures

• Hall, Sabey, and McClellan (2005) and
• Williams (2005) found that text structure
• instruction promotes informational text
• comprehension.
• Text structure awareness has also been
• linked to accurate recall and retelling
• (Richgels, McGee, Lomax Sheard,1987).

28

• Four text structures occur frequently in
  elementary books and textbooks
• Enumeration
• Time Order
• Compare/Contrast
• Cause and Effect
• (Hall, Sabey McClellan, 2005 Neufeld, 2005
  Richgels, McGee, Lomax Sheard,1987 Williams,
  2005)

29
Before Reading Vocabulary

• Text Impression
• Vocabulary Anticipation

30
Text Impression

• Antarctic

31
Text Impression

• Antarctic
• African

32
Text Impression

• Antarctic
• African
• one

33
Text Impression

• Antarctic
• African
• one
• rookery

34
Text Impression

• Antarctic
• African
• one
• rookery
• herd

35

• Group on land is a waddle or colony
• Nesting group is a rookery
• A group of babies is a crèche
• A group in the water is a raft

36
Text Impression

• Antarctic
• African
• one
• rookery
• herd
• kindergarten

37
(No Transcript)
38

• Give it a try!

39
High five for you!
40
Vocabulary Anticipation

• We will continue with Wild Babies by reading
  about alligators and frogs. What words do you
  think you will read in the text about these two
  young animals?
• If not anticipated, add

41
During Reading

• Questioning
• Self-Questioning

42
Q-Matrix
Literal
1. What is? What are? 2. Where/When is? Where/When are? 3. Which is? Which are? 4. Who is? Who are? 5. Why is? Why are? 6. How is? How are?
7. What do? What does? What did? 8. Where/When do? Where/When does? Where/When did? 9. Which do? Which does? Which did? 10. Who do? Who does? Who did? 11. Why do? Why does? Why did? 12. How do? How does? How did?
Inferential
13. What can? 14. Where/When can? 15. Which can? 16. Who can? 17. Why can? Why cant? 18. How can?
19. What could? 20. Where/When would? 21. Which would? 22. Who would? 23. Why would? 24. How would?
Extended
25. What will? 26. Where/When will? 27. Which will? 28. Who will? 29. Why will? 30. How will?
31. What might? 32. Where/When might? 33. Which might? 34. Who might? 35. Why might? 36. How might?
43
Q-Matrix

• TEXT me literal (stems 1-12)
• Text Me inferential (stems 13-24)
• text ME extended (stems 25-36)

44
Q-Matrix
Literal
1. What is? What are? 2. Where/When is? Where/When are? 3. Which is? Which are? 4. Who is? Who are? 5. Why is? Why are? 6. How is? How are?
7. What do? What does? What did? 8. Where/When do? Where/When does? Where/When did? 9. Which do? Which does? Which did? 10. Who do? Who does? Who did? 11. Why do? Why does? Why did? 12. How do? How does? How did?
45
Q-Matrix
Inferential
13. What can? 14. Where/When can? 15. Which can? 16. Who can? 17. Why can? Why cant? 18. How can?
19. What could? 20. Where/When would? 21. Which would? 22. Who would? 23. Why would? 24. How would?
46
Q-Matrix
Extended
25. What will? 26. Where/When will? 27. Which will? 28. Who will? 29. Why will? 30. How will?
31. What might? 32. Where/When might? 33. Which might? 34. Who might? 35. Why might? 36. How might?
47
TEXT me literal

• How long do penguin chicks stay in a
  kindergarten?
• How old is a giraffe calf when it enters a
  kindergarten?

48
Text Me inferential

• When would penguins and giraffes form
  kindergartens?

49
text ME extended

• Giraffes and penguins use kindergartens to
  protect their young. What might other animals do
  to protect their babies?

50

• Give it a try!

51
High five for you!
52
After ReadingRetelling

• Text Pyramids

53
Retelling Pyramid

• one
• How many babies do giraffes and penguins have at
  a time?
• Antarctica Africa
• Use two words to describe where this penguin and
  giraffe live.
• egg live birth
• In three words, list how the giraffe and penguin
  have babies.
• cared for in kindergartens
• In four words, describe how giraffes and penguins
  protect their babies.

54
After ReadingCompare/Contrast

• Responding
• Summarization

55
Compare/Contrast Summary

• We can compare and contrast giraffes and Emperor
  penguins. Giraffes live in Africa but Emperor
  penguins live in Antarctica. Giraffes have live
  births. Emperor penguins lay eggs. Both giraffes
  and Emperor penguins have one baby at a time.
  Giraffes and Emperor penguins are similar in how
  they protect their young. These two animals place
  their babies in kindergartens.

56
After ReadingResponding/Summarization

• Reading
• Compare and Contrast
• Compare, Contrast, Compare and Contrast
• Responding
• Text
• Text Map
• Writing Guide

57
After ReadingResponding/Summarization

• Text Map

58
Compare/Contrast
Giraffe Emperor Penguin
Supporting Details Attributes Supporting Details
Africa Live Antarctica
One Number of Babies One
Live Type of Birth Egg
Kindergarten Protection of Young Kindergarten
59
After ReadingResponding/Summarization

• Writing Guide

60
Where does the animal live?

•  
•  
•  
•  

Antarctica Africa
Giraffes X
Emperor Penguins X
61
Where does the animal live?

• Giraffes and Emperor penguins are
• same
• Giraffes live in Africa but Emperor
• penguins live in Antarctica.

different
Compare and Contrast Signal Words but, similar, both
62
What type of birth does the animal have?

•  
•  
•  
•  

Live Egg
Giraffes X
Emperor Penguins X
63
What type of birth does the animal have?

• Giraffes and Emperor penguins are
• same
• Giraffes have live births. Emperor
• penguins lay eggs.

different
Compare and Contrast Signal Words but, similar, both
64
How many babies does the animal have?

•  
•  
•  
•  

One More than one
Giraffes X
Emperor Penguins X
65
How many babies does the animal have?

• Giraffes and Emperor penguins are
• different
• Both giraffes and Emperor penguins have
• one baby at a time.

same
Compare and Contrast Signal Words but, similar, both
66
How are the babies protected by this animal?

•  
•  
•  
•  

In a kindergarten Not in a kindergarten
Giraffes X
Emperor Penguins X
67
How are the babies protected by this animal?

• Giraffes and Emperor penguins are
• different
• Giraffes and Emperor penguins are
• similar in how they protect their young. These
• two animals place their babies in kindergartens.

same
Compare and Contrast Signal Words but, similar, both
68
Compare/Contrast Summary

• We can compare and contrast giraffes and Emperor
  penguins. Giraffes live in Africa but Emperor
  penguins live in Antarctica. Giraffes have live
  births. Emperor penguins lay eggs. Both giraffes
  and Emperor penguins have one baby at a time.
  Giraffes and Emperor penguins are similar in how
  they protect their young. These two animals place
  their babies in kindergartens.

69
Motivation Interventions

• Arrange SSR during a workshop to ensure that all
  students have the opportunity to read for
  pleasure.
• Read-aloud all types of print- including a
  generous amount informational text.
• Honor all print for SSR.
• Offer choice as much as possible- especially
  during read-aloud and SSR.

70

• Joanne Yatvin (1995) pleads that educators are
  todays catchers in the rye. She suggests it
  is our job to work together to rescue children-
  one at a time if necessary. Though permanent
  rescue is an imperfect process, children who are
  carrying intolerable burdens can shake them off
  in weeks when a caring teacher takes time with
  them.