Title: Creating Successful, ResearchBased Reading Interventions for Struggling Readers that Work
1Creating Successful, Research-Based Reading
Interventions for Struggling Readersthat
Work!PA058
- Elizabeth D. Palacios, Ph.D., LSSP
- Liz_Palacios_at_baylor.edu
- Floyd Harrison, Graduate Student
- School Psychology Graduate Program
- Department of Educational Psychology
- Baylor University, Waco, Texas
- (254) 710-4683
- NASP 2005 Annual Convention, Atlanta, GA
2Definition of Reading Disabilities
- Willcutt Pennington (2000) define a reading
disability as a developmental disorder
characterized by significant underachievement on
standardized tests on single-word reading,
reading fluency, and reading comprehension,
usually resulting from impaired phonological
processing
3Most reading experts agree
- that a reading disability
- has a biological basis is due to a congenital
neurological condition - persists into adolescents adulthood (Richek,
Caldwell, Jennings, Lerner, 2002) - has perceptual, cognitive, language dimensions
- often leads to difficulties in many areas of life
as the individual matures (Hynd, 1992)
4Common Practice
- Reading disabilities are most often diagnosed on
the basis of a significant discrepancy between a
childs learning potential (Intelligence Quotient
score) and his/her reading achievement (reading
achievement score)
5Developmental Patterns
- children who get off to a poor start in reading
rarely - catch up (Torgesen, 1998)
- Children do not simply grow out of it
- Research indicates that 74 of children
significantly delayed in 3rd grade remain
significantly delayed at the end of high school - (Shaywitz, et al., 2000)
Proficient Readers Impaired Readers
Grade levels of reading skills over time.
6By adolescence
- the primary indications of a reading disability
are - difficulty with fluency when reading aloud
- a very slow reading rate
- poor spelling (especially in the context of
spontaneous writing, rather than on a spelling
test)
7Components of Reading
- According to the National Institutes of Health
Human Development (NICHD) of the National
Institutes of Health (NIH), reading components
include - Phonological Awareness
- Phonics Rules
- Rate
- Fluency
- Comprehension
8Reading Interventions
- Torgesen proposes 3 general principles for
reading interventions - Instruction must be more explicit comprehensive
- Instruction must be more intensive
- Instruction must be more supportive
9Reading Interventions continued
- Fletcher Lyon describe the common components of
effective intervention as - Explicitly teaching how to articulate positions
mouth movements associated with each phoneme - Comprehensive intensive instruction
- Repetition
- Experiences in different contexts
- Individualized tutoring
- High interest books for reading silently
- Comprehension strategies
- Vocabulary development
- Practice for fluency rate
10Struggling Readers
- There is an alarming rage of juvenile offenders
with disabilities (an estimated 30-50 of
students in correctional system need special
services) - 2 - 8 school-age children have reading
disabilities compared to 30 - 60 of students
involved with the juvenile justice system - These figures are perhaps higher since many
students in the juvenile justice system remain
undiagnosed
11Behavior Health Institute (BHI) Center for
Learning Development
- BHI developed a reading intervention program for
male adolescents placed in a long-term
residential juvenile justice facility located in
Central Texas. - Due to the high correlation of learning
disabilities and juvenile delinquency, the
juvenile detention center seemed the ideal place
to pilot an innovative reading program.
12BHI Reading Intervention Program
- PARTICIPANTS
- 22 participants (ages 12 through 17)
- Average age of group was 14 yrs., 9 mos.
- Participants were Central Texas students in
grades 5 through 11 - PROCEDURE
- Students were referred to the program based upon
low scores on a reading pronunciation test
(WRAT-Reading)
13BHI Reading Intervention Program
- PROCEDURE (CONTINUED)
- A more comprehensive reading assessment was then
administered - Lindamood Auditory Conceptualization Test (LAC)
determines the level of phonological awareness
skills - Gray Oral Reading Test (GORT) measures the
reading rate, reading fluency, reading
comprehension
14BHI Reading Intervention Program
- The comprehensive reading program is
approximately 12 weeks (120 hours) - The intensive program addresses phonological
awareness, phonics skills, reading fluency,
reading rate, reading comprehension - Small groups of 4 to 5 students are each assigned
a station where he interacts with the different
components of the intensive program
15BHI Reading Intervention Program
- These stations provide direct instruction by a
- reading specialist
- interactive computer program
- oral silent reading
- practice of newly acquired skills
- The student works at each station for
approximately 20 minutes and then rotates to the
next station until all stations are completed
16BHI Reading Intervention Program
- RESULTS
- After 12 weeks of intensive reading intervention
(2 hours per day for an average of 120 hours),
the average grade level for - Phonological awareness increased by 2.9 grade
levels - Fluency increased 1.7 grade level
- Rate increased 1.8 grade level
- Comprehension increased 2.3 grade levels
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18First Station LiPs
- Lindamood Phoneme Sequencing Program for Reading,
Spelling, Speech (LiPS) - Program
- Only a small portion of the program is utilized
- Students manipulate blocks to match nonsense
words - The instructor works through many lists of words
- The words become longer more complex as the
student progresses
19LiPS Program (continued)
- Benefits
- Develops phonological processing skills
- Stimulates phonemic awareness
- Enables students to become self-correcting in
reading, spelling, speech - Drawbacks
- Requires one-on-one attention
- Requires the instructor to have precise speech
patterns
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22Second Station Earobics
- Program
- teaches more advanced phonological awareness,
auditory processing, phonics, cognitive skills,
as well as language skills required for
comprehension
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25Third Station Lexia Reading S.O.S. (Strategies
for Older Students)
- Program
- Computer-based phonemic awareness decoding
program - Wide selection of game-like sections teach a
variety of phonics decoding skills - Lesson content builds with each of five levels
- Automatic branching to specific skill areas lets
the students practice the unit they need - Progress can be monitored easily by student
teacher
26Lexia Reading S.O.S (continued)
- Benefits
- Students develop automatic word recognition
skills - Activities build phonemic awareness, sound-symbol
correspondence, decoding skills, comprehension
skills - Can be used with a wide range of students 4th
through 12th grade - Drawbacks
- No grades are provided by the program (only units
completed or passed)
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28Fourth Station Read Naturally
- Program
- Audio tape reading program
- Student is allowed one minute to read a selection
cold - Student places a mark where he/she had to stop
after one minute - Student graphs the number of words read in one
minute - Student listens repeatedly to an audio tape of a
person reading slowly
29Fourth Station Read Naturally
- (continued)
- Student answers comprehension questions over
reading material - Student practices reading the selection alone
- Teacher retimes the student as he/she attempts to
increase the number of words read in one minute - Student graphs the final number of words read
30Fourth Station Read Naturally
- (continued)
- Benefits
- Partner reading with tape builds fluency
vocabulary - Comprehension skills are developed by questioning
- Graphing provides progress monitoring
- Students like the challenging race like nature
of the program - Drawbacks
- Difficult for teacher to know if students are
listening to the tapes - Mixed levels are sometimes embarrassing for
students
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33Fifth Station PLATO/AEC A Learning Programs
- Plato Program
- Focuses on reading comprehension skills
- Computer-based curriculum takes each student
through a series of lessons addressing
informational text, expository texts,
literature - American Education Corp. Advanced Learning
System - Computer-based Language Arts Reading program
- Teaches skills from 1st to the 5th grade level
- Student takes practice test then real test over
lesson - All tests are 10 multiple choice questions
- Lessons build on each other
- Benefits
- Student is able to practice, learn, and test his
ability in the area of vocabulary reading
comprehension
34Sixth Station Don Johnstons Books
- Program
- High-interest, controlled-vocabulary reading
series - Narrated computer books on CDs
- Includes CD, paperback book, audiocassette
- Students read a chapter one page at a time
- Students answer quizzes (cloze passage or
multiple choice) after each chapter - Quizzes are graded immediately the student
receives instant feedback
35Sixth Station Don Johnstons Books (continued)
- Benefits
- Large choice of mature titles
- Students like the choices available
- Real number grades are provided
- Build fluency through more reading experience
- Drawbacks
- Limited number of levels 2/3 and 4/5
- Under-motivated students may just listen to the
CD not read the text
36BHI Reading Intervention Program
- DISCUSSION
- Through intense, direct, and interactive reading
instruction older students are able to improve
their reading skills that most children learn at
an early age - Those students who have already suffered through
years of humiliation discouragement are able to
experience school success - Further research is needed to determine if this
reading program can produce even a larger gain if
delivered over a longer period of time for a
greater number of hours
37Contact Information
- Lindamood Phoneme Sequencing (LiPS)
- 800-554-1819 www.lindamoodbell.com
- Earobics -
- www.enablemart.com/products_detail.asp?id451
- Lexia Learning Systems Reading S.O.S
- School Version - 800-435-3942 www.lexialearning.c
om - Read Naturally
- 800-788-4085, www.readnaturally.com
- Plato 1,000 1 station
- American Education Corporation Advanced Learning
System - 800-34A-PLUS www.amered.com
- Don Johnstons Start-to-Finish books
- 800-999-4660 www.donjohnston.com
38For More Information
BHI Center for Learning Development cld_at_hot.rr
.com (254) 751-0922