The Targeted Reading Intervention: How Early Reading Intervention for Rural Kindergarten and First-Grade Students Affects Teachers - PowerPoint PPT Presentation

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The Targeted Reading Intervention: How Early Reading Intervention for Rural Kindergarten and First-Grade Students Affects Teachers

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Title: The Targeted Reading Intervention: How Early Reading Intervention for Rural Kindergarten and First-Grade Students Affects Teachers


1
The Targeted Reading Intervention How Early
Reading Intervention for Rural Kindergarten and
First-Grade Students Affects Teachers Ratings of
Students Literacy Skills
Targeting instructional match in every
interaction
  • Steve Amendum
  • Marnie C. Ginsberg
  • University of North Carolina Chapel Hill
  • National Reading Conference, 2007

2
Purpose
  • The purpose of the current research-in-progress
    study was to evaluate the effects of the Targeted
    Reading Intervention (TRI) on struggling rural
    kindergarten and first-grade students reading
    achievement.
  • The TRI was designed and is currently being
    evaluated as part of a multiyear randomized
    clinical trial.

3
Research Question
  • Do struggling rural kindergarten and first-grade
    students who receive the Targeted Reading
    Intervention (TRI) with adequate implementation
    make greater gains in teachers ratings of
    literacy ability across one year than struggling
    rural kindergarten and first-grade students who
    receive TRI with lower implementation or than
    students who do not receive TRI, when controlling
    for SES?

4
Rationale/Theoretical Framework
  • Importance of early intervention (e.g., Snow,
    Burns, Griffin, 1998)
  • What is less well-established efficient and
    effective reading interventions
  • TRI designed and conceptualized from several key
    reading theories/current reading research
  • Focus on the needs of schools

5
Transactional model of early reading development
Motivation Guthries Reading as Engagement
CognitionShares Self-Teaching Hypothesis
Child
Explaining Cumulative EffectsStanovichs
Matthew Effects
Teacher
The RelationalLiteracy via the teacher-child
relationship (Pianta)
6
MethodsDesign
  • One year pre-post two-group randomized
    experimental design
  • Three rural schools
  • One intervention school, two control schools
  • Intervention school TRI materials, TRI
    professional development, and ongoing TRI
    consultation
  • Control schools business as usual

7
MethodsTeacher Participants
  • 10 kindergarten, 10 first-grade
  • 8 experimental, 12 control
  • All 20 teachers held state teaching certification
  • two held temporary certificates (one
    experimental, one control)
  • All 20 were female
  • Ethnicities
  • 13 Caucasian of European descent
  • 3 African-American
  • 1 Native American
  • Ages ranged 24 to 60 years
  • Prior experience .5 years to 33 years
  • average 16.83 years of experience
  • 14 undergraduate degree, 6 masters degree or
    higher

8
MethodsStudent Participants
  • All students likely to struggle with reading
    identified
  • 5 focal students were randomly selected per
    classroom
  • Total of 90 students
  • 41 intervention, 49 control
  • 29 females, 61 males
  • Ethnicities
  • 45.6 African-American
  • 34.4 European Caucasian
  • 14.4 Native American
  • 5.6 other races
  • Students in control schools
  • mothers with higher levels of education
  • lower subsidized lunch levels (78.5 vs. 98)

9
Targeted Reading Intervention
  • The Targeted Reading Intervention (TRI)
    (Ginsberg, Amendum, Vernon-Feagans)
  • Dual-level intervention
  • Targets both K-1 teachers and their struggling
    readers
  • The TRI helps teachers
  • acquire essential knowledge of early reading
    development and efficient instructional
    strategies
  • develop skills in matching instruction to
    informal assessment
  • apply these knowledge sources and skills
    particularly for the benefit of struggling readers

10
Targeted Reading Intervention
  • Daily
  • One-on-one ? small groups
  • Efficient, evidence-based reading strategies
  • Reading strategies integrate multiple essential
    early reading abilities
  • Context of real words and books
  • Diagnostic thinking
  • TRI materials are low-cost, commonly available

11
Data Sources
  • Modified version of the Academic Rating Scale
    (ARS) for Language and Literacy (Academic Rating
    Scale, 2001)
  • Completed fall and spring
  • Example items
  • rxx .87 and .91 for fall and spring,
    respectively
  • TRI intervention fidelity rating scale
  • Rated the duration and quality of the TRI
    instruction for each student
  • Completed spring

12
Variables
  • Teachers Rating of Literacy Ability Gain.
  • From modified ARS
  • difference scores were computed between spring
    and fall ARS scores
  • TRI Implementation Status
  • From TRI intervention fidelity rating scale
  • First, computed Total Fidelity score (the mean of
    the duration and quality of TRI instruction)
  • Second, Total Fidelity scores divided into two
    groups
  • Adequate fidelity (Total Fidelity gt 3)
  • Inadequate fidelity (Total Fidelity 3)
  • Third, students scores categorized into three
    levels of TRI Implementation Status
  • TRI with adequate implementation (n 14)
  • TRI with inadequate implementation (n 17)
  • No TRI (n 43)

13
Analyses/Results
  • An analysis of covariance
  • DV Teachers Rating of Literacy Ability Gain
  • IV TRI Implementation Status
  • Cov maternal education in years
  • Planned contrasts for TRI Implementation Status
  • Participants with missing ARS scores (n 16)
    excluded from analyses

14
Analyses/Results
  • Main effect for TRI Implementation Status
  • F(2, 67) 5.836, p lt .006, ?2 0.142
  • Indicated significant differences among the three
    groups.

15
Results of Planned Contrasts

16
Main Conclusion
  • Struggling K-1 students who received TRI
    instruction with adequate implementation made
    greater teachers rating of literacy ability
    gains than students who received the TRI with
    inadequate implementation or did not receive the
    TRI.
  • Preliminary findings revealed positive effects of
    the TRI, when implemented with adequate
    implementation, for students gains on Teachers
    Rating of Literacy Ability

17
Limits
  • Teachers ratings vs. student assessments
  • Short intervention period
  • Analyses

18
Discussion/Implications
  • Effective reading intervention for struggling
    readers
  • Effect of TRI on students gains on reading
    assessments (Ginsberg, 2006 Vernon-Feagans,
    2007).
  • Importance of implementation
  • Support for the dynamic interplay between
    internal (child) and external (teacher
    instruction) factors
  • Additional research
  • impact on other student populations
  • teacher-student interactions
  • additional outcomes at teacher and student levels
  • long term effects of the TRI
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