Early Literary Success: Effective Intervention for Kindergarten Students at Risk for Reading Difficu

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Early Literary Success Effective Intervention
for Kindergarten Students at Risk for Reading
Difficulties

• Washington Education Research Association
• 22nd Annual Washington State Assessment
  Conference
• December, 6-8 2006
• SeaTac
• Mike Jacobsen-Assessment Curriculum
  Director-White River School District
• Janel Keating-Director of Student Learning-White
  River School District
• Bari Olson-Para-Educator-Mountain Meadow
  Elementary

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Early Intervention in Literacy What do we know

• Word recognition skills at the end of first grade
  were strongly related to reading proficiency a
  the end of fourth grade- Nine of ten children who
  were deficient in first grade were also poor
  readers in fourth grade
• Juel (1988)
• Eight of ten children with severe reading
  problems at the end of first grade performed
  below the average range at the beginning of third
  grade
• Torgeson (1997)
• WRSD DIBELS data indicated that poor performing
  students in kindergarten tended to remain as poor
  performing students in latter grades and were
  often referred for LAP/Title or Special Education
  services

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Early Intervention in Literacy What do we know

• Felton (1993) Concluded that five elements were
  critical to a beginning reading program for
  children at risk of reading failure
• 1. Direct instruction in language analysis
• 2. Explicit teaching of the alphabetic code
• 3. Reading and spelling must be taught
  simultaneously
• 4. Reading instruction must be sufficiently
  intense for learning to occur
• 5. Use of decodable words and texts enhanced
  automaticity

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What Predicts Successful Reading at the Beginning
of First Grade?

• Fathers occupational status
• Amount of reading by parents
• Preschool
• Parents reading to children
• Phonemic awareness
• Library membership
• Childs gender
• Amount of time watching TV
• Oral language (PPVT)
• Knowledge of the alphabet
• Number of books child owns
• Teacher prediction of reading success

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What Predicts Successful Reading at the Beginning
of First Grade?

• Phoneme segmentation .62
• Letter names .58
• Kindergarten teacher predictions .50
• Performance on the PPVT .39
• Number of books child owns .25
• Amount that parents read to child .25
• Gender .18
• Amount that parents read .11
• Preschool attendance .05
• Parents occupational status -.30
• Library membership ?

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Early Reading Intervention Pilot

• ERI-Developed through a Federal grant with
  University of Oregon and Bethel School District,
  Eugene Oregon.
• Purpose is to provide intensive early literacy
  intervention services to kindergarten students at
  risk for developing reading difficulties
• Initial research indicated that 97 of
  kindergarten students who were taught with ERI
  experienced faster achievement rates and
  sustained these rates into second grade
• ERI-30 minutes of daily, explicit instruction
• 15 minutes on select phonological awareness
  skills, alphabet understanding,and word reading
• 15 minutes on further development of phonological
  awareness writing development, and integrating
  phonologic awareness and orthography (
  letter-sound to whole word writing)

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Early Reading Intervention Pilot

• Grant awarded and training January
• Pilot Implemented March
• 42 students from Foothills/Mountain Meadow
• 30 General education kindergarten students- 3x
  per week-15 groups
• 4-Special education kindergarten students
• 8-General education first grade students
• Each experimental group had a matched control
  group
• Summary of outcomes
• All experimental groups significantly outgained
  controls on DIBELS phonemic segmentation winter
  to spring,
• Gen. ed kindergartenW PS2.5/S PS22.5 to W
  PS5/S PS10.5
• Statistically significant
• SpedW PS4/S PS11 to W PS4.5 to S PS.5
• Gen. Ed. FirstW ORF7/S ORF20 to W ORF3 to S
  PS-12
• One control group outgained the experimental
  group in DIBELS, letter names.
• Gen. Ed. KindergartenW L10/S L 27 to W L10.5/S
  L18

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Early Reading Intervention Pilot

• Teacher evaluations
• Five returned, three instructional paras and two
  certs
• Overall rating 9 on a 1-10 scale, comments on the
  whole were very positive-best instructional
  materials I have ever used for kindergarten
  students, very structured, students enjoyed the
  materials, looking forward to using it next
  year, takes considerable time for preparation,
  subs would have a difficult time rapidly picking
  it up
• Summary comments
• Strong staff support
• Strong empirical support in phonemic segmentation
• Less support in growth in letter names
• Limited time of pilot March-May
• Every other day implementation likely reduced
  effectiveness
• Students were only exposed to less than a 1/4 of
  the 126 units

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Early Reading Intervention Pilot

• Recommendations
• Implement ERI systematically with low performing
  kindergarten students following September DIBELS
  screening
• Consider use of ERI placement test as the second
  level test for kindergarten students
• Follow ERI pilot students for next year in
  district CBM assessment system
• Identify a new ERI cohort group and implement
  during the 2004-2005 school year
• Implement ERI for special education/LAP/Title
  students in kindergarten/first grade who are not
  responding to Read Well intervention

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Pilot Group Three Years Later

• Kindergarten
• Experimental Group76 above 25th PR as third
  graders in ORF Fall 2006
• Control Group57 above 25th PR as third graders
  in ORF Fall 2006
• First Grade
• Experimental Group80 above 25th PR as fourth
  graders in ORF Fall 2006
• Control Group0 above 25th PR as fourth graders
  in ORF Fall 2006

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Pilot Group Three Years Later

• Kindergarten
• Experimental Group30 referred to special
  education next year as first graders
• Control Group36 referred to special education
  as first graders
• First Grade
• Experimental Group28 referred to special
  education as second graders
• Control Group60 referred to special education
  as second graders

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Description of Current Program

• What it looks like district wide
• Half day ERI
• Full day ERI
• Half day non-ERI
• Full day non-ERI

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Description of Current Program

• What it looks like district wide
• What it looks like at MM