Reading Interventions in a Three Tier Model

1
Reading Interventions in a Three Tier Model

• Catherine Christo
• California State University, Sacramento
• Christo_at_csus.edu 916 278-6649

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Questions to Consider

• What do successful interventions look like?
• In general
• Within each tier
• What can we expect from these interventions?
• How do we know who to serve at each tier?

3
National Reading Panel Identified Five Component
Skills

• Three are critical to the development of
  automatic word identification
• Phonemic Awareness
• Phonics
• Fluency
• Two are critical to reading comprehension
• Vocabulary
• Comprehension strategies
• There is interaction/additive effects among these
  five skills

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Learning Is Training the Brain

• Recognizing printed words with fluency
• Keep brain-based principles of learning in mind
  when designing interventions
• Accurate practice is critical
• Signature neural characteristics of dyslexia
• Neural plasticity indicates that it is easier to
  create new connections than reconfigure old ones
• Learning requires novelty

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Reading Interventions

• Explicit, systematic instruction
• Currently adopted California curriculums
• Target areas of need (five components of skilled
  reading)
• Provide intense intervention
• Opportunities for guided practice of new skills
  in context
• Skill development

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Group Size and Composition

• Same ability grouping
• Small groups within classrooms
• Small groups equal to or better than one on one
• Up to three to four students

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Three Tiered Model

• Assessment by response to intervention
• Tier 1
• Provide classroom support
• Tier 2
• Provide more intensive support
• Tier 3
• Consider special education
• Monitor and evaluate at all stages
• Dual Discrepancy

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Tier I Interventions

• Within classroom
• May target groups of students
• Measurable goals for all
• Instituted early for identified and at-risk
  students
• Individualized and flexible grouping
• Base on ongoing assessment
• Will be extensions of curriculum

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Tier II Supplemental Reading Instruction

• May go beyond classroom instruction
• Provided in small group or one to one
• Systematic, integrated program
• Provided by trained persons
• Frequent, intense
• Measuring progress related to curriculum

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Basic RLA/ELD Programs Adopted by CDE

• SRA/Open Court Reading--Grades K-6
• Reading A Legacy of Literacy--Grades K-6

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Early Intervention Makes a Difference

• Can significantly reduce number of children
  performing below criterion (Foorman, 2003)
• Tier 1 interventions can result in reducing at
  risk readers from 25 of population to 6
• Tier 2 interventions can further reduce to 3 to
  4
• Increase scores on standardized tests
• Results are long lasting for most children
• Largest gains are made in first part of
  intervention
• Brain functioning more normalized

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Who Does It Most Readily Help?

• Those without underlying processing disorders
  (phonological and naming speed)
• Those who respond quickest
• Those whose reading problems are a result of
  limited exposure
• Those with better foundational literacy skills
• IQ does not differentiate those who will be helped

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Why Is Early Intervention Important?

• Establishes basic early skills
• Puts children on growth trajectory
• Response to early intervention shows growth curve
  in basic skills to be greater than normal for
  those receiving intervention

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Tier III Interventions

• Intensive
• Targeted with thorough assessment
• Generally given later than first and second tier
• Special education or special-educationlike
• Problems in reading rate remain for most
  children who require this level of intervention

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Reading Intervention Programs Adopted Grades 4 - 8

• Language! A Literacy Intervention Curriculum
• High Point
• Read 180
• SRA/Reach Program
• Fast Track Reading Program

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Adopted Reading Programs - English Language
Learners

• Hampton Brown, High Point, Grades 4-8

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Upper Grade Interventions

• Often lack intensity
• Little direct instruction or guided practice in
  phonics
• Lack of comprehension strategy instruction
• Typical special education during 4th and 5th
  grade increases reading by only .04 SD over what
  would occur in classroom
• Issues of language ability

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Successful Upper Grade Interventions

• Teach phonemic decoding explicitly
• Provide opportunities for supervised practice
• Intensive
• Small group
• Related to entry level skills
• Provide all NRP elements of reading instruction
• Teach morphology as need more than phonics at
  upper grades to read words

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Questions to Consider

• What do successful interventions look like?
• In general
• Within each tier
• What can we expect from these interventions?
• How do we know who to serve at each tier?

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Expected Growth in Fluency

• Typical students in first grade gain _at_ 2 words
  per week in oral reading fluency (ORF)
• Grade two students gain about 1.66 decreasing to
  about .6 in fifth and sixth grade
• Special education students is about ½ that of
  regular education students
• High quality interventions was about 1.5
• Benchmark for interventions
• 2 words per week to level of 30 CWM
• Approximately 1 word per week thereafter

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How Long Does It Take?

• Rate of progress in intervention predicts future
  reading
• Three types of responses to intervention
• Rapid responders
• Responders Meet rate goals with more prolonged
  intervention
• Need intensive intervention beyond traditional
• Both word reading and comprehension are low
• Word reading lower than comprehension

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Expectations for Upper Grades

• Older children around 30th percentile can bring
  phonemic decoding, text reading accuracy and
  fluency into average range (60 hours)
• Those around 10th percentile can bring phonemic
  decoding, accuracy and comprehension into average
  range. Fluency increases but still low (100
  hours)
• Those at 2nd percentile can bring phonemic
  decoding into average and increase accuracy and
  comprehension but little relative change in
  fluency

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Projected growth in sight vocabulary of normal
readers and disabled children before and after
remediation. Torgeson, 2003. Orton Lecture,
International Dyslexia Association Annual Meeting
Size of sight vocabulary
1 2 3 4 5
6 7
Grade in School
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Persistent Fluency Deficits

• As children learn to read they increase their
  store of sight words
• Average readers are doing so from 1st grade on
  and continue to do so
• Delayed readers fall behind early
• Gap continues to widen without intervention
• Effects of early delay are both direct and
  indirect
• Text support
• Vocabulary

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Difficulties For Older Children

• Low entering word reading scores reflect
  underlying deficits
• Deficit makes it impossible to close the gap
• May have additional deficit in ability to form
  orthographic representations

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Questions to Consider

• What do successful interventions look like?
• In general
• Within each tier
• What can we expect from these interventions?
• How do we know who to serve at each tier?

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Criteria to Determine Need for Tier I Intervention

• Poor performance on screening tests
• Bottom portion of students
• Mid K screening
• Response to instruction
• Identify those not at risk

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DIBELS Progression
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Oral Fluency Rates
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Criteria To Determine Need for Tier II
Intervention

• Advancing toward benchmarks
• District developed benchmarks
• Within curriculum
• Prepared benchmarks (e.g. DIBELS)
• Set at-risk or not at risk criteria
• Monitoring progress
• Those not making adequate progress are referred
  on

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Curriculum Based Measurement

• Fluency based measures
• Have capacity for providing growth trajectory
• Easy, quick to administer
• Psychometrically sound

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Guidelines for Monitoring Progress

• 10 week rule
• How much progress is enough?
• Expected amount of growth
• Expected trajectory
• Benchmarks

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Measuring Progress
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Growth in Correct Words per Minute
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Sample Interventions

• Auditory Discrimination in Depth (LIPS)
• Proactive Beginning Reading
• Optimize Intervention
• Spell, Read P.A.T.
• Read Write Type
• Berninger PAL aligned
• Phono-Graphix

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Sample Interventions contin.

• Wilson Reading System
• Reading Mastery
• Words (Marcia Henry)
• Corrective Reading

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Swanson Meta-analysis

• Large analysis of studies on interventions for LD
  students
• Considered multiple characteristics of
  instruction
• For reading looked primarily at word recognition
  and comprehension

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Word Recognition

• Direct instruction with drill, repetition and
  practice
• Sequencing
• Segmentation
• Advance organizers
• Orienting to task
• Small groups

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Fluency

• Good indicator of reading skill
• Correlates highly with comprehension measures
• Multiple reading processes may become automatic

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Fluency

• Importance of prosody as well as rate
• Repeated silent readings
• No consistent results
• Perhaps some value in using higher level text
• Assisted reading
• With another person
• With tape
• May have more promise than repeated readings
• Guided repeated oral reading
• Pronouncing word aloud helps create neural
  representation

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Fluency continued

• Tend to improve comprehension and prosody but not
  word recognition
• Increasing word recognition
• Preteaching vocabulary aids comprehension
• Segmenting text
• Augmented text may be particularly useful for
  slow readers
• Increases in fluency lead to increases in
  comprehension
• Important to assure that component skills are in
  place
• Importance of motivation

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Reading Comprehension

• Greater number of components than for word
  recognition
• Direct instruction
• Strategy instruction
• Directed response
• Sequencing
• Elaboration
• Teacher modeling

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Vocabulary

• More words ready to develop neural
  representations
• Get to understanding of words in multiple ways
• Contextualize
• Morphology
• Vocabulary increase of 3,000 words per year

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Swansons Conclusions

• Growth doesnt always mean significant effect
  sizes
• Phonics instruction alone doesnt always
  generalize to real word reading
• LD students need more than just phonics in order
  to transfer their skills to real words
• General language deficit (higher order) and its
  effect on learning to read

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References

• Foorman, B. R. 2003. Preventing and remediating
  reading difficulties Bringing science to scale.
  York Press, Baltimore.
• Kame'enui, E., Simmons, D., Good III, R., Harn,
  B. 2001. The use of fluency based measures in
  early identification and evaluation of
  intervention efficacy in the schools. In M. Wolf
  (ed.), Dyslexia,Fluency and the Brain. York
  Press, Timonium, MD.
• National Research Council on Learning
  Disabilities, 2003. Responsiveness to
  Intervention Synposium. www.nrcld.org/html/symposi
  um2003/
• Institute of Child Health and Human Development,
  2000. Report of the National Reading Panel
  Teachin Children to Read. www.nichd.nih.gov/public
  ations/nrp
• Swanson, L. 1999. Interventions for students with
  learning disabilities A meta-analysis of
  outcomes. Guilford, New York.