What Kind of Intervention for Whom, and When?

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What Kind of Intervention for Whom, and When?

• Responses of English Language Learners to
  Intervention

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Dr. Kathleen J. Brown, Director

• University of Utah Reading Clinic
• 5282 South 320 West, Suite D110
• Murray, UT 84105
• 801-265-3951
• www.uurc.org
• email uurc_at_ed.utah.edu

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Are Porfirio, Juan, Saul Reading Below Grade
Level?

• Given sufficient b.k., on a grade level passage,
  they should
• be at least 90 accurate
• read with sufficient speed
• G1 40-70 wpm G4 95-120 wpm
• G2 60-90 wpm G5 110-140 wpm
• G3 80-110wpm G6 110-150 wpm
• comprehend at least 70

(Good, Simmons, Kameenui, 2003 Hasbrouck
Tindal, 1992 Leslie Caldwell, 2000 Morris,
1999)
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Are Bill, Porfirio, Juan, Saul Reading Below
Grade Level?

• 15-40 depending on SES (Allington, 1994)
• 2002 NAEP data
• 31 Utah 4th graders below basic
• Probability unsuccessful G1 readers still
  unsuccessful in G4 .88 (Juel, 1988)

5
Problem Porfirio et al. More Likely to Struggle
Than Bill

• 63 of ELLs 58 of Hispanics below basic on
  G4 Reading (NAEP, 2005)
• 40 ELL students drop out vs. 10 from
  English-only homes (Gengras Careaga, 1989)
• ELL students at-risk for reading difficulties
  (Snow, Burns, Griffin, 1998)

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Problem Current Trend to Niche Porfirio et
al.

• Everything from misbehavior to poor academic
  achievement explained by Hes ELL
• Need an Act of Congress to qualify an ELL child
  for resource or to retain

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Porfirio et al. Need Help Now What?

• Guided reading at instructional level
• (w/comprehension vocab work)
• pacing in controlled, leveled text
• explicit, sequenced word study p.a.
• fluency work
• educators with clear understanding of reading
  DEVELOPS and how instruction can LEAD that
  development

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Porfirio et al. Need Help Now What?

• time on task... a.k.a. consume as much text as
  possible
• in an effective format (small group, pairs,
  1-on-1)
• for as long as he needs it a.k.a. there is no
  quick fix

9
Will This Really Help Porfirio et al.?

• At-risk G1 students who received 95 sessions of
  Early Steps finished the year reading between
  primer and late-G1.
• Matched control G1 students who received 135
  sessions of regular Title 1 intervention finished
  the year at preprimer.

(Brown, Reynolds, Sinatra, 2000 also see
Morris, Tyner, Perney, 2000 Santa Hoien,
1999)
10
Will This Really Help Porfirio et al.?

• G2 G3 ELL students who started the year at
  primer and received 45 sessions of Next Steps,
  made 1 year of progress as readers (to early-G2).
  
• Matched control ELL G2 G3 students who received
  135 sessions of regular Title 1 intervention made
  1/2 years progress (to late-G1).

Brown, Morris, Fields, 2002 Brown, Morris
Fields, 2003
11
How long will Porfirio et al. Need Help?

• G2 students who received Early Steps in G1, and
  no intervention in G2 had made 1/2 years
  progress by March (to early-G2).
• Matched control G2 students who received no
  intervention in G2 made 1/2 years progress by
  March (between primer late-G1).

Brown, Morris, Fields, 2001
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What Do These Data Mean for Porfirio et al.?

• Intervention can help them make substantial
  progress as readers
• They may need more than 1 year of intervention to
  get to/maintain grade level performance
• remember Dominique Shelby!!!

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What Do These Data Suggest re ELL Struggling
Readers?

• Some ELL are curriculum casualties and just
  need basic intervention (Porfirio)
• Some ELL are truly LD and need intensive, ongoing
  intervention (Juan)
• Some ELL are garden variety poor readers and
  need intensive, ongoing intervention (Saul)
• BEWARE OF POLITICS LABELS!!!

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What Needs to Be in Place to Help Porfirio et al?
...

• Materials
• lots of controlled, leveled text (carefully
  selected little books and controlled basal
  selections)
• Enough Trained Bodies for Each Student
• educators who understand reading development and
  know how to deliver effective intervention
  efficiently

23
What Do Educators Need?

• Clinical Experience/Practicum
• watch mentor model with student
• work 1-on-1 with a student
• get on-line feedback theoretical framework
  from mentor
• observe other tutors and students

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Critical Issues Time 1-on-1

• Clinical Experience/Practicum
• 1-on-1 clears management issues so educators can
  see reading development up close and personal
  over time
• intensive and ongoing
• tutoring needs to happen 2-5x/week for 1 year to
  see reading development happen from ground zero
  (no words to independence (primer or better)
• on-line mentoring needs to happen weekly or at
  least monthly

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Goal Develop aTeam Approach

• teachers group for reading to allow students to
  function at instructional level AMAP
• in non-Title I schools, staff volunteers build
  a tutoring program
• in Title I schools, paraprofessionals are
  effective intervention tutors
• remember Granger Elementary!!

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What Role Do Universities Play?

• Develop courses that focus on what we know from
  research about reading development and how
  instruction leads it
• Help students develop an understanding of
  rigorous empirical research methods (quan qual)
  vs. random, preferred anecdote

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What Role Do Universities Play?

• Resurrect a clinical tradition in graduate
  coursework
• Build a clinical tradition in undergraduate
  coursework
• Require methods professors have clinical
  experience