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Individualizing Student Literacy Instruction: Exploring causal implications of child X instruction interactions

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Title: Individualizing Student Literacy Instruction: Exploring causal implications of child X instruction interactions


1
Individualizing Student Literacy Instruction
Exploring causal implications of child X
instruction interactions
  • Carol McDonald Connor, Christopher Schatschneider
  • Florida State University/FCRR
  • Barry Fishman, and Frederick J. Morrison
  • University of Michigan
  • Institute for Education Sciences
  • June, 2008

2
Thanks and Acknowledgments
  • Principals, Teachers, Students and Administrators
  • ISI Team
  • Elizabeth Crowe
  • Shayne Piasta
  • Stephanie Glasney
  • Phyllis Underwood
  • And everybody
  • US Department of Education IES
  • National Institute of Child Health and Human
    Development

3
Research behind the study
  • In our research, we have found that the effect of
    specific instruction strategies appear to depend
    on students language and literacy skills
  • phonics, phonological awareness, comprehension,
    vocabulary, book reading, sustained silent
    reading, etc.
  • These are child by instruction interactions
  • Correlational evidence from preschool through 3rd
    grade

4
Attending to the instructional needs of all
children
5
Research Questions
  • Can teachers individualize instruction?
  • What is the effect of individualizing
    instruction?
  • Intent to treat
  • Study 1, N 616 students in 47 classrooms in 10
    schools
  • Study 2, N 443 students in 26 classrooms in 7
    schools
  • Is there a dosage effect? I.e., When teachers
    individualizing with greater precision, do their
    children show stronger reading skill growth?
  • Treatment of the treated
  • This is where we relied on the video-taped
    classroom observations
  • Study 1, N 461 students in 47 classrooms
  • Does accessing assessment results affect student
    outcomes?

6
Schools
Study 1 22 treatment teacher and 25 control
teachers, 616 children
School Treatment School? Reading First? Total number first grade classrooms Core Curriculum of students on FARL
A No Yes 3 Reading Mastery 93
B Yes Yes 6 Open Court 96
C No Yes 6 Open Court 88
D Yes Yes 5 Reading Mastery 82
E No Yes 5 Open Court 57
F Yes No 4 Open Court 69
G Yes No 5 Open Court 67
H No No 7 Open Court 37
I No No 6 Open Court 24
J Yes No 5 Open Court 29
7
Schools
Study 2 14 treatment and 12 control teachers,
443 children
School T or C F/R Lunch Level 3 Above FCAT 3rd Grade Reading Number of Students Reading First
A T 87 45 99 Yes
B C 60 69 94 Yes
C T 38 83 120 No
D C 33 83 109 No
E C 12 98 96 No
F C 9 81 145 No
G T 4 89 156 No
8
The Intervention
  • Both Treatment and Control
  • Dedicated and uninterrupted language arts block
    of about 120 minutes
  • Access to DIBELS scores 4 times per year
  • Instruction
  • Conceptualize instruction multi-dimensionally
  • TM Instruction in small groups or individually
    using homogenous skill based groups
  • Attending to the assessed skill levels of the
    group
  • Provide A2i algorithm recommended amounts
  • Professional Development
  • 2 workshops and monthly meetings
  • Classroom-based support bi-weekly

9
Assessment to Instruction (A2i) software
  • A2i was designed to make Individualizing
    Instruction using assessment results easier for
    teachers
  • A2i uses model algorithms based on our research
    to compute recommended amounts and types of
    instruction for each child in the classroom based
    on his or her assessed reading and vocabulary
    skills

10
Algorithm results Effective patterns of
instruction
TM-CF
TM-CF
CM-MF
11
Procedures
  • Student Assessments
  • 3 times during the school year fall, winter,
    and spring
  • Woodcock Johnson-III
  • Picture Vocabulary
  • Letter-word Identification
  • Passage Comprehension
  • Classroom observation
  • Video-taped
  • 3 times per year fall, winter, and spring
  • Field notes
  • Noldus Observer Pro
  • Coded classroom activities for randomly selected
    subsample of children

12
HLM Intent to treat results
Year 2 (2006-2007)
Year 1 (2005-2006)
13
A quick look at A2i
  • http//isi.fcrr.org
  • Log in
  • A2idemo
  • Password
  • Isi06!

14
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15
Assessment to Instruction (A2i) Software
  • http//isi.fcrr.org

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19
Output from A2i
20
A2i Use and Reading Comprehension
HLM fitted growth curves controlling for fall
vocabulary, letter-word reading, curriculum,
FARL, and Reading First status. 464 GE 1.8, 468
GE 2.0,
21
Treatment teachers use of A2i
Mean use 527 minutes versus 180 minutes in
Study 1 Classroom view mean 148 minutes Minutes
using Classroom View and Total A2i were
correlated r .86, p lt .001
22
Teachers use of Child Information Screen
Mean Use 50 minutes No significant relation
between classroom view and child information
screen use.
23
HLM Results
24
Conceptualizing Classroom Instruction
  • Student versus Classroom level
  • Most observations are conducted at the classroom
    level
  • Student level observations children who share a
    classroom experience different learning
    opportunities
  • (Connor, Morrison Slominski, 2006)
  • Multiple Dimensions of Instruction
  • Teacher/child-managed versus Child-managed
  • student-teacher interactions
  • Meaning versus Code focused or Explicit vs
    Implicit
  • Content of instruction
  • Whole class, small group, or individual
  • Context
  • Change across the school year
  • Time on task across and within the school year

25
Teacher/child managed (TM) Teacher/child managed (TM) Peer child managed (CM) Peer child managed (CM)
Code-focused (CF) Meaning-focused (MF) Code-focused (CF) Meaning-focused (MF)
Whole Class or classroom level (TM-CF) The teacher writes run on the board and asks students to break the word into /r/ /u/ /n/ and then blend the sounds together to form /run/. (TM-MF) The teacher reads a book aloud to the class. Every so often he stops to ask the children to predict what is going to happen next. (CM-CF) All students complete a workbook page on word families (e.g., cat, bat, sat) while the teacher sits at her desk and reviews assessment results. (CM-MF) All students write in their journals while the teacher writes in her journal.
Small Group Pair (TM-CF) The teacher reads a list of words aloud and the small group or pair of students put their thumbs up if they hear the long o sound and thumbs down if they do not hear the sound. (TM-MF) While reading a book to a small group of children (or pair), the teacher asks students to make predictions about what will happen next. (CM-CF) Two students take turns testing each other on reading sight words on flash cards. (CM-MF) A group of students work together at a center using flash cards to make compound words, which they then define and use in a sentence.
Indivi-dual (TM-CF) The teacher works with an individual student and is timing how long it takes him to read a list of sounds. She then provides feedback on word attack and sight word strategies (TM-MF) During a shared reading activity, the teacher assists a student individually on using comprehension strategies to enhance understanding (CM-CF) A student completes a worksheet where he must color the pictures for which each name includes the long a sound. (CM-MF) After listening to a book on tape, a student fills out a worksheet that asks her to answer questions about the characters and to provide a summary of the story.
26
ISI Coding Scheme
Child-managed Pair 4.1. Literacy Codes 4.1.2.
Phoneme Awareness 4.1.3. Syllable
Awareness 4.1.4. Morpheme Awareness 4.1.5.
Onset/Rime Awareness 4.1.6. Word
ID/Decoding 4.1.7. Word ID/Encoding 4.1.8.
Fluency 4.1.9. Print Concepts 4.1.10. Oral
Language 4.1.11. Print Vocabulary 4.1.12.
Reading Comprehension 4.1.13. Text
Reading 4.1.14. Writing 4.1.15.
Library 4.1.16. Assessment
4.1.2. Phoneme Awareness
4.1.2. Phoneme Awareness 4.1.2.2.
Blending 4.1.2.3. Elision/Initial 4.1.2.4.
Elision/Final 4.1.2.5. Elision/Vowel 4.1.2.6.
Elision/Medial 4.1.2.7. Substitution/Initial 4.1
.2.8. Substitution/Final 4.1.2.9.
Substitution/Vowel 4.1.2.10 Substitution/Medial
4.1.2.11 Segmenting/Counting
27
TCM Small-group Code-focused
28
Distance from RecommendationsObserved A2i
recommended amounts
Absolute Values

Simple Differences

ES (d) .42 for TCM-CF and .41 for CM-MF
29
Results
  • Total amounts of small group and individual
    instruction did not predict student literacy
    growth
  • TM-CF
  • CM-MF
  • CM-CF
  • Total amount of TM-MF positively predicted
    students passage comprehension skill growth
  • What about DFR?

30
Distance from Recommendations (SS)
31
Distance from Recommendations (SS)
32
What about childrens behavior?
  • Behavioral Regulation Study 1
  • Head to Toes Task
  • Attention , working memory and task inhibition
  • Positively correlated with teacher-reported
    social skills
  • Negatively correlated with behavior problems
  • Fall skills predict reading and vocabulary
  • A high proportion of children with weak BR skills
    is systematically related to weaker growth in
    reading skills
  • What effect does ISI have on students BR skills?

33
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34
Upcoming Challenges
  • Progress monitoring assessment of reading and
    language/vocabulary skills for all students
  • Semantic-matching task
  • Word Match Game

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36
Future Plans
37
Implications
  • Child X instruction interactions appear to be
    causally implicated in the widely varying
    achievement observed within and between
    classrooms
  • Individualizing student instruction may promote
    students reading and language skills
  • It also seems to have an effect on their BR
  • Instruction varies between classrooms
  • Instruction varies for students within classrooms

38
Implications
  • We can make using assessment to guide instruction
    more accessible to teachers.
  • When this information becomes more accessible, we
    can potentially
  • increase the efficacy of their classroom
    practices
  • enhance students outcomes.
  • Within the context of a randomized control field
    trial conducted in a diverse group of schools
    including high poverty schools
  • Causal implications of child-by-instruction
    interactions
  • Assessment-guided individualized instruction may
    promote stronger literacy outcomes.

39
Thank you! And Questions?
  • cconnor_at_fcrr.org
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