Implementing ScientificallyBased Reading Instruction: From Theory to Practice

1
ImplementingScientifically-Based Reading
Instruction From Theory to Practice
New Coaches Training September 23,
2008 Department of Elementary and Secondary
Education







2
What is SBRR?

• the application of rigorous, systematic, and
  objective procedures to obtain valid knowledge
  relevant to reading development, reading
  instruction, and reading difficulties

3
Reading Objective

• With the help of many, Massachusetts will
  achieve two important goals
• Highly qualified teachers of reading in every K-3
  school
• All students reading at or above grade level by
  the end of grade 3

4
Presentation Objectives

• The Five Essential Components of Reading
• Donahue Institute Overview
• Assessment
• Needs-Based Instruction/Three-Tier Model
• Putting Theory to Practice

5
The Need

• Approximately 40 of students across the nation
  cannot read at a basic level
• National Assessment of Educational Progress
• Reading proficiency in all content areas leads
  directly to success in school and in life.
• Children who cannot read are more likely to drop
  out of school and are limited to lower paying
  jobs throughout their lifetimes

6
The Premise
Starting earlyKindergarten through Grade
Threeand applying comprehensive instruction
proven by scientifically-based reading research
(SBRR) is the best path to improving childrens
ability to read.
7
Comprehensive Instruction

• Comprehensive instruction includes the five
  components of reading
• Phonemic awareness
• Phonics
• Fluency
• Vocabulary
• Comprehension
• Comprehensive instruction is direct, systematic,
  explicit, and multi-sensory

8
Phonemic Awareness

• In phonemic awareness instruction, students
  learn to hear, identify, and manipulate phonemes,
  the individual sounds that comprise spoken words.

9
Phonemic Phonological Awareness

• Phonemic awareness
• e.g., identifying, categorizing, segmenting
  blending phonemes in spoken words
• Phonological awareness
• text-based rhyming sounds in the environment
• 20 hrs/year, lt 30 min/lesson, K/1 (core program)

• 1-2 skills at a time, in small groups
• Combine PA activities with letters
• See Adams et al, 1998. Phonemic awareness in
  young children

10
Phonics

• In phonics instruction,
• students learn the predictable sound-symbol
  relationships between
• phonemes, the individual speech sounds,
• and graphemes, the letters that represent speech
  sounds in written English.

11
Phonics Word Study

• Alphabet recognition
• Systematic explicit skills instruction in
  letter-sound correspondences, K/1 emphasis
• Practice reading connected text with high
  percentages of learned correspondences
• Integration of spelling phonics instruction

• Small groups 1-1 instruction
• Include decoding by analogy, structural analysis,
  sight words, use of linguistic context
• Integrate phonics spelling instruction
• See Beck, I.L. (2005). Making Sense of Phonics

12
Phonics Two Approaches

• Skills Explicit Skills Embedded
• Direct instruction in Discovery of sounds
• sound-symbol within the context
  
• relationships of words and texts
• Practice blending Use of picture cues
• sounds in isolated and beginning letter
• words cues in decoding
• Practice reading Emphasis on
• words in decodable spelling/sound
• text patterns
• Includes High Emphasis on
• Frequency Word teachable moments
• Recognition and rather than skills
• Spelling sequence

13
Spelling

• Spelling words as they sound enhances phonemic
  awareness and letter knowledge and accelerates
  the acquisition of conventional spelling
• Snow, Burns Griffin, 1998
• Complementing regular opportunities for writing
  with systematic spelling instruction enhances and
  extends to both reading and writing growth

14
Leveled Text

• Leveled Text serves as a bridge between decodable
  text and the anthology or authentic literature.
• Match leveled text to the childs vocabulary and
  comprehension knowledge.

15
Fluency

• In fluency instruction, students practice
  reading connected text accurately, quickly, and
  with appropriate expression. Fluent readers
  automatically recognize printed words based on
  orthography (spelling). Fluency is a bridge
  between decoding and comprehension.
• See Rasinski, T. (2003). The Fluent Reader

16
Vocabulary Development

• Students develop knowledge about the meaning and
  pronunciation of words necessary for oral and
  written language communication and comprehension
• Sufficient competence in spoken language is a
  critical element of proficient reading
• Integration of language development reading
  skills is critical for all students, but
  especially so for English learners

17
Vocabulary/Language Development

• Phonological awareness predicted reading and
  spelling better in the early grades.
• Childrens language competence, including
  vocabulary level, perfectly predicted classroom
  reading achievement.
• Reading, spelling, and writing are very dependent
  on overall language proficiency.
• Mehta, P. D., Foorman, B. R., Branum-Martin, L.
  Taylor, W.P. (2005)Literacy as a undimensional
  multilevel construct Validation, sources of
  influence, and implications in a longitudinal
  study in grades 1 to 4.(as cited in Glaser, D.
  Moats, L.,2008)

18
Vocabulary Development

• Indirect reading vocabulary development through
  wide reading, content area study, and writing
• Repeated exposure to words in different contexts
• See Beck, McKeown, Kucan (2002). Bringing words
  to life Robust vocabulary instruction.

• Build oral language vocabulary through
  experiential learning, listening to books read
  aloud, thematic units, and discussion
• Direct instruction of reading vocabulary
  learning word meanings through word study
  dictionary use

19
Comprehension

• In reading comprehension instruction, students
  learn to use reading strategies for
  understanding, remembering, and communicating
  with others about the meaning of written text.

20
Comprehension

• Daily access to engaging print materials
• Making Connections (self text world)
• Reciprocal teaching cooperative learning
• Coaching Targeted skills instruction for
  individual student needs
• Students have opportunities to practice using
  strategies when reading fiction and informational
  text
• Use of writing to inform reading comprehension

• Explicit direct comprehension strategies
  instruction utilizing modeling, explanation,
  demonstration
• Self-monitoring
• Asking answering questions
• Use of organizers (e.g., graphic)
• Predicting confirming
• Identifying expository narrative text structure
• Summarizing
• Guided practice in use of strategies when reading
  connected text

21
Assessments

• Administer valid, reliable assessments
• DIBELS
• - GRADE
• Additional Diagnostic Assessments

22
Massachusetts Model for PD

• Reach important audiences
• School level
• Teachers, Reading Specialists, and Principals
• District level
• Superintendents and Curriculum Coordinators
• Community level
• Parents
• with right mix of theory and practice

23
PD Delivery Mechanisms

• Statewide
• Advanced Seminars
• Regional Workshops
• Leadership Forums
• Network of PD providers
• Implementation Facilitators
• Reading Specialists

24
The Roles
Federal Level
Third Parties
US DOE
MA ESE/Office of Literacy
State Level
IF
District Level
Superintendent
District Coordinator/Administrators
School Level
Principal
Reading Specialist/Coach
Literacy Team
Publishers
Union
Reading Instructors
SPED/Title I Instructors
Outside
Classroom Teachers
Consultants
Parents
Community
25
The Network
26
SBRI 101

• Create open and safe environment
• Revisit until everyone can articulate

• Goals
• Educate
• Create one message
• Build a team
• Sustain

• Who is this for?
• Anyone and everyone who is working on K-3
  literacy in schools

27
Assessments
28
Dynamic Indicators of Basic Early Literacy Skills
(DIBELS)

• How to use this assessment to inform small-group
  instruction.

29

• Initial Sound Fluency
• The examiner presents four pictures to the
  child, names each picture, and then asks the
  child to identify (point or say) the picture that
  begins with the sound produced orally by the
  examiner.

30

• Letter Naming Fluency
• Students are presented with a page of upper and
  lower case letters arranged in a random order and
  are asked to name as many letters as they can
  within one minute.

31

• Phoneme Segmentation Fluency
• The examiner orally presents a word and asks the
  student to produce verbally the individual
  phonemes for each word.

32

• Nonsense Word Fluency
• The student is presented with a page of randomly
  ordered VC and CVC nonsense words (e.g. sig, rav,
  ov) and asked to produce verbally the individual
  letter sound of each letter or verbally produce,
  or read, the whole nonsense word.

33

• Oral Reading Fluency
• Three passages, which are calibrated for the
  goal level of reading for each grade level, are
  administered to the student and the student is
  asked to read aloud for one minute from each
  passage.

34
Diagnosing Difficulty

• For your learners who need intensive or strategic
  support, examine student booklets or student
  probes.
• Examine patterns of performance.
• Discuss instructional implications.

35
Diagnosing Difficulty Common Pattern

• Low Initial Sounds
• Low PSF
• Low NWF

• Inconsistent first sound
• No Segmentation
• Initial Sounds Only segmentation
• Onset rime segmentation
• Does not know individual sounds
• Does not blend

36
Instruction for Children Low in Initial Sounds

• Provide small-group or one-to-one instruction on
  first sound isolation.
• Use 2-picture choice activity.
• Proceed to 3 picture choice.
• Focus on only 1 new sound at a time.
• Include only pictures students know.
• Provide plenty of opportunities for children to
  produce sound.

37
Instruction for Children Low in PSF

• Begin with 2-3 phoneme words.
• Model sequential segmentation with fingers
  (remember to move from left to right).
• Select words beginning with continuous sounds.
• Provide multiple examples (3-4).
• Use a strip or set of connected boxes to
  represent the sounds. Have children touch as you
  say each sound.
• Incorporate letters once children are firm on
  segmentation.

38
Instruction for Children Low in NWF

• Examine the sequence in which you introduce
  letters. Select high-utility letters.
• Provide instruction on a letter-sound for 3 days
  minimum.
• Do not introduce letter name at the same time for
  children who are having difficulty.
• Model how the sound is formed.
• Provide frequent, short practice opportunities
  (e.g., partner flash cards).
• Put known sounds in a fun review activity
  (letters in a bag, letters on the chalk board
  they erase).
• Teach how to blend once 4-6 letters are firm.

39
Instructional Suggestions

• Say it Slowly
• Say it Faster/Move it Closer
• Onsets and Rimes
• Playing with Sounds
• Tapping Out
• Tapping and Sweeping
• Teacher Reading Academy-2004

40
Instruction for Children Who Have PSF and NWF but
are low on ORF

• Continue to introduce letter sounds children do
  not know.
• Teach students to recognize letter-sounds quickly
  and efficiently (Aimone per second)
• Examine NWF to determine whether they are
  blending sounds into whole words.
• Teach how to read whole words quickly.
• Teach how to read the whole word (sound it out
  in your head).

41
Instruction for Children Low ORF

• Check NWF score. Does child know adequate of
  letter sounds to be blending words? (4-6).
• Check probe. Is the problem accuracy or fluency?
  Is the problem with selected vowels or all
  vowels?
• Can you detect an error pattern? Irregular
  words, first-sound and guess reader?
• Preteach sounding out strategy in word lists.
• Teach children how to sound out word in their
  head.
• Teach 1-2 critical irregular words (use a
  spelling strategy instead of a sounding out
  strategy).
• Transition to short, decodable text.
• Provide multiple opportunities to read and reread
  text.
• Combine spelling word reading practice.

42
Instruction for Children who Are Accurate but Not
Fluent

• Check ORF score. Does the child read with few
  errors (five or fewer than five?)
• Schedule fluency training for brief periods
  daily.
• 5-10 minute sessions of fluency practice.
• Preteach difficult words in passage.
• Select passage student can read with 90 accuracy
  or higher.
• Partner child with partner (parent, peer,
  teacher, tape recorder) who can give feedback.
• Set goals for of words read in 1 minute graph
  performance.
• Practice repeated reading with feedback.
• Continue teaching advanced word recognition
  skills.

43
What is the purpose of DIBELS Progress-monitoring?
The purpose of progress monitoring is to track
growth and inform instruction
44
Guiding Questions

• Step 1

Are my students making effective progress toward
the goal?
Step 2
Is this an accurate perception of my students
growth in reading?
Step 3
What instructional components do I need to change
to point this student in the right direction
toward benchmark?
Step 4
How will I confirm that this change has had a
positive effect on this childs reading growth?
45
Instructional Goals

• Establish an Instructional Goal for Alphabetic
  Principle that will change odds of being a reader

Mid-year cutoff low risk
Nonsense Word Fluency
Mid-year cutoff at risk
Kaminski,Good Knutson, 2005
46
Evaluating and Modifying Instructional Support

• Key Decision for Progress Monitoring Assessment
• Is the intervention effective in improving the
  childs early literacy skills?
• How much instructional support is needed?
• Enough to get the child on trajectory for
  Benchmark Goal.
• When is increased support needed?
• Monitor childs progress during intervention by
  comparing performance and progress to past
  performance and the aimline. Three assessments
  in a row below the aimline indicates a need to
  increase instructional support.

Kaminski et al., 2005
47
Evaluating Support Modify Intervention?

• Progress on Alphabetic Principle is not adequate
  to achieve the goal with current intervention
  Change.

Nonsense Word Fluency
Aim-Line for Adequate Progress
Kaminski et al., 2005
48
Modify Intervention Increase Intensity

• Increase intensity of Alphabetic Principle
  intervention and evaluate progress maintain
  adequate progress with modifications

Mid-year cutoff low risk
Nonsense Word Fluency
Mid-year cutoff at risk
49
GRADE

• Integrating
• GRADE and DIBELS

50
GRADE in the early grades

• For K-1 Students
• What are the most reliable predictors and/or
  skills required to become a fluent reader?
• Phonological Awareness (Segmenting and Blending
  with automaticity)
• Rapid Naming of Letters
• Language
• Receptive and Expressive
• Verbal Concepts

51
Comprehension and Decoding

Caution Decoding Required!
Must Present ORF Benchmark for Maximum Benefit
52
Interpreting GRADE Performance
Students with Total Test scores lt 5th Stanine
Are these students reading at Benchmark on DIBELS
ORF?
Yes
No

• Examine error rate on ORF
• Perform phonics screening
• Explicit, systematic phonics
• Practice reading using
• decodable texts
• -Build fluency with a variety of texts.

• Examine stanines for Vocabulary,
• Sentence and Passage Comprehension
• - Perform item analysis in these subtest areas to
  determine specific skill areas to target for
  instruction.

53
Interpreting GRADE Performance
Students with Total Test scores higher than the
5th Stanine
Are these students reading at Benchmark on DIBELS
ORF?
Yes
No

• Provide opportunities for advanced comprehension
  work in authentic informational and narrative
  text.

• Continue to build fluency
• Provide opportunities to build comprehension
  using the anthology, leveled readers and
  authentic informational and narrative texts.

54
GRADEA Few Key Points

• For ELLs
• If ORF score is near or at Benchmark ask
• How did the student perform on
• Listening Comprehension
• Word Reading
• Vocabulary
• Sentence and Passage Comprehension

55
What Do I Do with these Data??

• Examine DIBELS and GRADE scores for your
  students.
• Decide how to group students effectively for
  small group targeted instruction.

56
Activity 1 Grouping Students for Instruction

• Pretend you are a student in this grade 2
  classroom.
• These are your Fall scores on DIBELS and GRADE.
• Decide if you are
• - a benchmark student needing core
  instruction
• - a student who needs strategic instruction
• - a student who needs intensive instruction
• Stand in the appropriate area of the triangle.

57
Activity 1 Grouping and Instruction

• How proficient is your group of students?
• What are the specific skills/areas in need of
  instructional attention for your group?
• Is further assessment indicated by this
  performance?
• What can GRADE tell us about the vocabulary and
  comprehension levels of this group?
• What would be the next target of instruction for
  your group?

58
Three-Tier Model of Instruction
59
Purpose of the 3-Tier Model

• Designed to meet the needs of ALL young readers
• Provide schools with a prevention model that is
  aimed at catching students early before they
  fall behind.
• An alternative to the wait-until-they-fail model

60
Overview of the 3-Tier Model Unequal
Resources for Unequal Needs
Layers of intervention responding to student needs
Tier I
Each tier provides more intensive and supportive
intervention
Tier II
Tier III
Aimed at preventing reading disabilities
61
Flow of Implementation
62
1. Implement core program

• Structure the 90 minute block
• Use core materials to meet the needs of ALL
  students

63
2-4. Assess/Identify/Group

• Assessments DIBELS, GRADE, other diagnostic
  assessments
• When Fall, Winter (DIBELS), Spring
• Who Assessment Team
• Reports TestWiz and Donahue Institute
• District, school, class, student level

64
Data Meetings
65
5. Identify Scientifically-based
Programs/Resources/Materials

• Identify programs, resources and materials that
  address the five components of reading
• Supplemental/Intervention Programs, Resources and
  Materials
• Provide On-going training and coaching

66
6. Match Programs, Resources, Materials to
Student Needs
67
7-8. Identify Instructor/Allocate Time

• Make list of available instructors
• Identify training/experience
• Assign instructors to groups
• Schedule instructional periods based on
• Student needs
• Classroom and grade-level data

68
9-12. Goals/Implement/Monitor/Change

• Set realistic, measurable goals for all students
• Monitor integrity of program implementation
• Provide coaching and modeling to increase skilled
  implementation of all programs
• Meet regularly to evaluate progress monitoring
• Process to make instructional modifications

69
Scripted Intervention Programs

• Explicit, intensive instruction is an essential
  feature of effective interventions for struggling
  readers, including students with learning
  disabilities
• National Reading Panel, 2000

70
Needs-Based Groups

• Students with reading difficulties who are taught
  in small groups learn more than students who are
  instructed as a whole class
• National Reading Panel, 2000
• Students benefit from working in a variety of
  grouping formats that change to reflect their
  knowledge, skills, interests, and progress
• 
  - Elbaum et al., 2000

71
Activity 2 Three Tier Model Case Studies

• Read your tables assigned sample student case
  study. (5 minutes)
• As a group, discuss what you would do next to
  support the students progress. Be specific! Use
  the accompanying questions on the handout to
  guide your conversation. (15 minutes)
• Debrief (5 minutes)
• Read the next section. Work with a partner to
  create an action plan for accelerating that
  students reading progress. (10 minutes)
• Tables report out on their case studies

72
With the Help of Many, Massachusetts Will Achieve
Two Important Goals

• All students reading at or above grade level by
  the end of grade 3
• Highly qualified teachers of reading in every K-3
  school.

73
The greatest danger for most of us is not that
our aim is too high and we miss it, but that it
is too low and we reach it.
Michelangelo
74
Resources

• Datametrics/Textwiz
• http//www.testwiz.net
• Florida Center for Reading www.fcrr.org
• Hanson Institute for Language and Literacy
• http//www.hill.mghihp.edu/hill
• University of Texas, Texas Education Agency
• http//www.tea.us.state.tx.us/ESC
• US DOE Leadership Academies
• www.nifl.gov/partnershipforreading

75
References

• Adams, M.J., Foorman, B.R., Lundberg, I.
  Beeler, T. (1998). Phonemic Awareness in Young
  Children. Baltimore, MD Paul H. Brookes Co.
  Inc.
• Beck, I.L. (2005). Making Sense of Phonics. NY
  Guilford Press.
• Beck, I. L., McKeown, M. G., Kucan, L. (2002).
  Bringing words to life Robust vocabulary
  instruction. New York, NY The Guilford Press.
• Glaser, D., Moats, L. (2008). Foundations An
  introduction to language and literacy.Boston, MA
  Sopris West.
• Kaminski, R.A., Good, R.H., Knutson, N. DIBELS
  training institute Mentoring Workshop, November
  2005, Williamstown, MA

76
References

• MADOE, 31st Annual Title 1 Conference,
  Hyannis, October
• 2005. Creating An Assessment Framework To
  Prevent
• Reading Failure and Strengthen Instruction.
• NAEP (1995). 1994 Reading A First Look
  Findings from the
• National Assessment of Educational Progress
  (Revised
• Edition). Washington, DC U.S. Government
  Printing Office
• National Institutes for Child Health and
  Human Development
• (2000). Report of the National Reading
  Panel Teaching Children to
• read An evidence-based assessment of
  scientific research literacy
• on reading and its implications for reading
  instruction. Washington,
• DCU.S.Dept. of Education.
• Rasinski, T. V. (2003). The Fluent Reader. New
  York Scholastic.

• .

77
References

• Snow, C.E., Burns, S.M. Griffin, P. (1998).
  Preventing Reading
• Difficulties in Young Children.Washington,
  DC National Academy
• Press
• Vaughn, S., Hughes, M. T., Watson Moody, S.
  Elbaum, B. (2001). Instructional grouping for
  reading for students with LD Implications for
  practice. Intervention in school and clinic, 36,
  3, 131-137.
• Vaughn, S. (June, 2004). 3-Tier Reading Model
  Reducing Reading
• Difficulties from Kindergarten Through Third
  Grade Students.
• Presented at the Massachusetts Reading First
  Leadership Meeting.

78
Survey

• 3 things you learned today
• 2 things you want to know more about
• 1 thing you will take back with you today
• THANK YOU! ?