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Early Steps Intervention in Schools with Explicit Code Instruction

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Early Steps Intervention in Schools with Explicit Code Instruction Is It Effective? Does Isolated Phonological Awareness Instruction Increase Effectiveness? – PowerPoint PPT presentation

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Title: Early Steps Intervention in Schools with Explicit Code Instruction


1
Early Steps Intervention in Schools with Explicit
Code Instruction
  • Is It Effective?
  • Does Isolated Phonological Awareness Instruction
    Increase Effectiveness?

2
University of Utah Granite School District
Salt Lake City, UT
  • Kathleen J. Brown, Veronica Reynolds, Stacey
    Lowe, Debbie Skidmore,
  • Debbie Van Gorder, Sue Patillo,
  • Connie Weinstein, Julie World,
  • Amy Morris

3
Theoretical Framework
  • Early Steps
  • repeated reading _at_ instructional level
  • systematic, isolated code instruction
  • writing-embedded PA instruction
  • Early Steps effective for at-risk in G1
    embedded or implicit code classrooms

(Morris, 1999 Morris, Tyner, Perney, in press
Santa Hoien, 1999
4
Theoretical Framework
  • Phonological Awareness (PA) is causally related
    to early reading success
  • PA instruction important part of effective
    intervention

(Bradley Bryant, 1983 Perfetti, Beck, Bell,
Hughes, 1987 Tunmer, Nesdale, Harriman,1988)
5
Research Question
Is Early Steps effective for at-risk G1 students
whose classroom instruction provides - sys.
exp. decoding - sys. exp. PA - literature
decodable texts - spelling dictation, and -
writing workshop?
6
Research Question
Once students are aware of initial
phonemes, Does isolated PA instruction make Early
Steps more effective? - Early Steps
writing-embedded PAI listening for sounds in
sentence writing - isolated PAI (strictly oral
activities, no text involved)
7
Method
  • Students 31 ethnic minority 46 free
    lunch 18 ESL
  • Tutors G1 teachers, RS in training, grad
    students, Title I aides
  • Sept. 99-May 00

8
Method Intervention Study
  • At-risk G1 students identified by scores on
  • alphabet knowledge
  • phonological awareness via spelling task
  • Control group identified by matching baseline
    scores with tx group

Morris, 1992
9
Method Intervention Study
  • N88 G1 students from 7 Title 1 schools
  • Early Steps Intervention
  • 30 min. daily, 1-on-1
  • Title I Intervention
  • 30-45 min. daily, small group
  • reinforce Open Court

10
Method PAI study
  • Identified Early Steps students with moderate
    alphabet knowledge and low PA
  • matched on baseline scores
  • random assignment to conditions

11
Method PAI study
  • N24 Early Steps students
  • Embedded Isolated PA Instruction
  • writing-embedded PA
  • PA isolated in oral activities
  • PA Control
  • writing-embedded PA only

12
Results Intervention Study
a 73rd percentile b 54th percentile c
47th percentile d 27th percentile
13
Results PAI Study

14
Discussion
  • Early Steps benefits at-risk G1 students
    receiving explicit code instruction as measured
    by
  • passage reading
  • word attack
  • comprehension
  • spelling

15
Discussion
  • Once Early Steps students are aware of initial
    phonemes, adding isolated PAI does not improve
    effectiveness
  • listening for sounds during daily sentence
    writing may be sufficient
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