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The SLP and Response to Intervention: An Integrated Approach

The SLP and Response to Intervention: An Integrated Approach. Ann T. Brown, MA CCC-SLP Literacy and Communication Specialist University of Texas Elementary Charter School. University of Texas Elementary.

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The SLP and Response to Intervention: An Integrated Approach

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  1. The SLP and Response to Intervention: An Integrated Approach Ann T. Brown, MA CCC-SLP Literacy and Communication Specialist University of Texas Elementary Charter School

  2. University of Texas Elementary • Mission: To provide rigorous, research-based curricula and individualized instruction with high expectations in a nurturing environment • Student Population: 68% Hispanic, 18% African American, 13% White, 1% Asian 64% economically disadvantaged • Outcomes: Reading 96%, Writing 100%, Math 98% of students passed the TAKS

  3. Definition “LITERACY IS AN INDIVIDUAL’S ABILITY TO READ, WRITE, AND SPEAK AND COMPUTE AND SOLVE PROBLEMS AT LEVELS OF PROFICIENCY NECESSARY TO FUNCTION ON THE JOB AND IN SOCIETY, TO ACHIEVE ONE’S GOALS, AND TO DEVELOP KNOWLEDGE AND POTENTIAL.” National Literacy Act of 1991

  4. Roles of Speech-Language Pathologist in Reading and Writing • Preventing written language problems • Identifying children at risk for reading and writing problems • Assessing reading and writing • Providing intervention and documenting outcomes for reading and writing • Providing assistance to general education teachers, parents and students • Advocating for effective literacy practices in the school and expanding the available knowledge base (Asha, 2001)

  5. Language-Based Reading Problems • Any of the components of language--phonology, morphology, semantics, syntax, pragmatics • Problems in production, comprehension and awareness of language at the sound, syllable, word, sentence or discourse level • Difficulties in using language to communicate, think and learn

  6. Response to Intervention Model Universal Screening High quality, research-based instructional strategies Continuous progress monitoring Data-Based decision-making Collaborative Teams for monitoring student progress and determining needs Documented fidelity in implementing explicit, intensive instruction

  7. Research-Based Instructional Strategies • UTES 3-Tiers of Instruction www.utelementary.org • What Works Clearinghouse ies.ed.gov/ncee/wwc/findwhatworks.aspx • The National Center for RTI www.rti4success.org/resources

  8. Universal Screening Dynamic Indicators of Early Literacy Skills DIBELS/ DIBELS NEXT Texas Primary Reading Inventory Developmental Reading Assessment Classroom Assessments

  9. DIBELS NEXT • Benchmarks are administered BOY, MOY and EOY • Assessments include: Letter Naming Fluency, First Sound Fluency, Phoneme Segmentation Fluency, Non-word Reading Fluency, Oral Reading Fluency, Retell Fluency, DAZE • Progress is monitored weekly for at-risk students

  10. Data-Driven Decision-Making • Data collected weekly and graphed • Team meets every 5-6 weeks to review progress • If student is not at or above the aim line, changes are made to the intervention, intensity, group, tier of instruction, etc.

  11. Interventions Address the Five Key Literacy Skills • Phonemic Awareness • Alphabetic Principle • Decoding and Word Study • Fluency • Comprehension and Vocabulary

  12. Speech and Language Interventions • Tier II Interventions in phonology and phonological awareness, vocabulary and story telling • Pre-Kindergarten Shared Storybook Reading • Kindergarten classrooms phonemic awareness and vocabulary units • Articulation Lab • Small group and whole class interventions

  13. Interventions • Early Elementary: K-3 • Phonological Awareness: Explicit practice in segmenting and blending sounds and syllables • Learning the Code: Sound-Symbol Skills • Metalinguistic Awareness: ing, ed, word parts • Developing Fluency • Story Grammar and comprehension

  14. Interventions Later Elementary: grades 3-5 • Reading—knowledge of derivational morphology and orthographic patterns, fluency, text structures and genres, different purposes for text, strategies for managing styles of reading, strategies for facilitating comprehension, storage and retrieval • Writing—Productivity/fluency (# of words written) , syntactic maturity, vocabulary, spelling/morphology, text organization, conventions

  15. Interventions • Phonological Awareness • Elkonian procedures using concrete surrogates • Neuhaus Reading Readiness • Phonological Awareness Kits • Road to the Code • Florida Center for Reading Research www.fcrr.org

  16. Interventions • Alphabetic Principle • Road to the Code • Road to Reading • Neuhaus Reading Readiness • Lindamood Phoneme Sequencing Program (LIPS) • Florida Center for Reading Research

  17. Interventions • Decoding and Word Study • Responsive Reading • Wilson FunDations • Wilson Reading Program • SPELL: KennApel www.txsha.org/_pdf/pdf/Apel,%20Ken-Work%20Study-Major%20Spkr.pdf · • REWARDS • Great Leaps

  18. Interventions • Fluency • Repeated Readings: Read Naturally, Quick Reads • Phrasing • Activate Background/Topic Knowledge • Brainstorm Associated Vocabulary • Fluency Shaping Strategies

  19. Interventions • Comprehension and Vocabulary • Narrative Language Interventions • Text Organization Structures • Word Study • Context and Schema Organization • Wh Questions • Main Idea, Inference, Summarizing • CARS and STARS

  20. References Apel, K. (2007) Word Study: Using a Five Block Approach to Improving Literacy. A presentation at Texas Speech and Hearing Association Meeting. ASHA Roles and Responsibilities for SLPs with Respect to Reading and Writing in Children and Adolescents (2001) www.asha.org, PS 2001-00124 Denton, C.A. & Hocker (2004), J.L. Responsive Reading Instruction, Vaughn Gross Center for Reading and Language Arts at the University of Texas Florida Center for Reading Research, www.fcrr.org

  21. References • Kaminski, R.A. & Good III, R.H. (2011) Dynamic Indicators of Basic Literacy Skills, NEXT. Dynamic Measurement Group: Sopris Publishing Company www.soprislearning.com • Lindamood LIPs, www.lindamoodbell.com • Mercer, C.D. & Campbell, K. (1998) Great Leaps Reading Program, www.greatleaps.com • Moreau, M. & Fidrych, H. (1998). Thememaker: Expository Concept Mapping For Thinking, Speaking, Reading and Writing in the Information Age. www.mindwingconcepts.com

  22. References • Moreau, M. & Fidrych, H. (1998). Thememaker: Expository Concept Mapping For Thinking, Speaking, Reading and Writing in the Information Age. www.mindwingconcepts.com • Neuhaus Reading Readiness, www.neuhaus.org • Read Naturally, (2007), www.readnaturally.com • Wilson, B.A. (2002) Wilson Learning System. www.wilsonlanguage.com • Wilson, B.A. (2002) FUNdations, www.wilsonlanguage.com

  23. References Bell, N. (2007). Visualizing and Verbalizing for Language and Thinking, Gander Publishing Company, www.ganderpublishing.com Voyager Passports (2008), Voyager Expanded Learning: Dallas Strategies to Achieve Reading Success (2006). curriculumassociates.com Blachman, B. et. Al. (2000) Road to the Code www.brookespublishing.com Blachman, B. et. Al. (2008). Road to Reading www.brookespublishing.com

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