1 / 34

MPS Intervention/Remediation Committee

MPS Intervention/Remediation Committee. 2007-2008. Intervention/Remediation. Why have an intervention/remediation committee? Who is the committee composed of? When will we meet? What will we discuss?. The Struggling Reader: Interventions That Work.

laurel
Télécharger la présentation

MPS Intervention/Remediation Committee

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. MPS Intervention/Remediation Committee 2007-2008

  2. Intervention/Remediation • Why have an intervention/remediation committee? • Who is the committee composed of? • When will we meet? What will we discuss?

  3. The Struggling Reader: Interventions That Work • Remedial reading classes help students after the fact – they have already experienced failure • Legislation is demanding the we act sooner • No Child Left Behind/Reading First • Reading Sufficiency Act – 100% by 7/1/08 • Response to Intervention – IDEA 2004

  4. The Struggling Reader: Interventions That Work • Response to Intervention • Response to Intervention aims to prevent unnecessary assignment to special education. With RTI, low-performing children are offered intense, individualized academic intervention. Student progress is monitored to see if response to this intervention yields adequate academic growth.

  5. The Struggling Reader: Interventions That Work • How do we respond to these high expectations? • We must take steps to prevent reading problems by intervening as soon as we identify a problem.

  6. The Struggling Reader: Interventions That Work • Successful interventions always increase the intensity of instruction – Torgesen, FCRR http://www.fcrr.org/newsletter/InterventionNews.pdf • Key is Positive Instructional Interactions (Pii) through: • Intensity – increased time • Focus – small group • Quality – research proven strategies & highly qualified teachers

  7. Chapter 1 – A Prevention-Intervention Framework • A struggling reader is a student who is experiencing significant difficulty learning to read. (p. 10) • We can identify potential struggling readers before problems . . . Develop, and intervene if problems are already present (Snow, Burns, & Griffin, 1998). (p. 12)

  8. Chapter 1 – A Prevention-Intervention Framework • Definitions • Remediation is the process of correcting a deficiency. Remediation is a term previously used to describe instruction given to struggling readers, suggesting that teachers should wait until a student is already failing & then correct problems. • Intervention is the process of coming into or between so as to hinder or alter an action. It involves providing instruction to struggling readers to stop further failure & help them make adequate yearly progress. • Prevention is the process of keeping something from happening. It involves identifying potential struggling readers & providing appropriate instruction so that failure is avoided. (pp. 12 -13)

  9. Chapter 1 – A Prevention-Intervention Framework Cooper, Chard, and Kiger’s Framework 1. Assess andDiagnose

  10. The authors apply this framework to: Oral language Phonemic Awareness Word Recognition Meaning Vocabulary Reading Fluency Comprehension Writing Chapter 1 – A Prevention-Intervention Framework

  11. Chapter 2 – Oral Language • Components of Oral Language • Form – sounds, prosody, morphology, & syntax (sentence structure) • Content - vocabulary • Function – pragmatics (way a speaker communicates, purpose) Talk enhances the development of literacy. It is not a subject, but rather a condition of learning in all subjects. – David Booth

  12. Chapter 2 – Oral Language • Activities to Support Oral Language • Talk • Read Aloud • Dramatic Play • Puppets • Poems and Songs • Word Play • Elaborate Sentences Talk enhances the development of literacy. It is not a subject, but rather a condition of learning in all subjects. – David Booth

  13. Chapter 3 – Phonemic Awareness • Phonological Awareness – awareness of sounds in a language: syllables, onsets and rimes, or individual phonemes

  14. Chapter 3 – Phonemic Awareness • Phonemic Awareness is one component of phonological awareness. • It is the understanding that words consist of individual sounds and being able to manipulate those sounds. • Phonemic awareness is an important skill for reading and writing. • It focuses on the oral aspect of sounds in words, not letters.

  15. Sequence of activities Sentences wordssegment & blend Compound words separate words - segment & blend 2 syllable words – segment & blend Multisyllabic words – segment & blend Words onsets & rimes- segment & blend Words phonemes -segment & blend Chapter 3 – Phonemic Awareness

  16. Chapter 3 – Phonemic Awareness IMPORTANT - Don’t delay phonics instruction for students who have not yet acquired phonemic awareness. Teaching letter-sound correspondences along with phonemic awareness gives students opportunities to develop in both areas. (Perfetti, Beck, Bell, & Hughes, 1987)

  17. Chapter 4 – Word Recognition • Word recognition – the ability to read words • Word recognition must be taught. • Word recognition requires applying a reliable, step-by-step strategy

  18. Chapter 4 – Word Recognition 4 Prerequisites • Recognize the purposes of print • Recognize the letters of the alphabet • Understand that print represents speech • Acquire phonemic awareness

  19. Chapter 4 – Word Recognition 5 Elements of Systematic Word Recognition Instruction • Letter-Sound Relationships • Regular-Word Recognition • Irregular-Word Recognition • Advanced Word Recognition • Story Reading

  20. Chapter 4 – Word Recognition Letter-Sound Relationships • Teach more useful letter-sound relationships first • Separate letter-sound relationships that are potentially confusing • Teach continuous sounds before stop sounds • Pace letter-sound instruction based on student success

  21. Chapter 4 – Word Recognition Regular-Word Recognition • Step 1 – Sound out the word • Step 2 – Say the word quickly • Step 3 – Sound out the word in your head before reading it aloud

  22. Chapter 4 – Word Recognition • Teach the most common, useful words first – Dolch, Fry • Monitor for success – 3 to 5 new words at a time • Frequent opportunities to practice – about 10 words at a time • Teach about 5 minutes/day before introducing in text

  23. Chapter 4 – Word Recognition Advanced Word Recognition “Larger Chunks” • Blends • Letter Combinations – consonant digraphs, vowel digraphs, diphthongs, & r-controlled vowels • Vowel-Consonant-e Patterns • Affixes

  24. Chapter 4 – Word Recognition Story Reading • Decodable books • Reread familiar books • Encourage students to sound out in their head • Gradually increase difficulty of texts

  25. Chapter 5 – Meaning Vocabulary How do students acquire meaning vocabulary? • Through wide reading, discussions, and life experiences • By developing an awareness of words –activities and games that require thinking about words • Through direct instruction • By learning vocabulary related skills –affixes, roots, contractions, compounds

  26. Chapter 5 – Meaning Vocabulary How do we help struggling readers develop meaning vocabulary? • Build an ongoing, daily awareness of words • Apply the intervention framework to meaning vocabulary • Provide vocabulary follow-up activities after reading

  27. Chapter 5 – Meaning Vocabulary How to build ongoing, daily awareness • Bulletin Boards • Word Banks and Word Books • Wide Reading – provide time to talk about books • Read Aloud • Daily Discussion of Words

  28. Chapter 5 – Meaning Vocabulary Teach key concept vocabulary before reading using the intervention framework • Select 6-8 words related to the key concepts in the text • Make sure the words are going to be useful in reading other texts • Know the context in which the words appear • Provide interactive instruction that builds connections for students • Use graphic representations during instruction

  29. Chapter 5 – Meaning Vocabulary Teaching vocabulary-related strategies and skills – 5 Step Strategy • I try to pronounce it using phonics. • If I figure it out, I try reading the text aloud. Does it make sense? If not, I go to #3. • I look for parts I know: prefixes, suffixes, base words, and root words. I think about their meanings. • I read to the end of the sentence or paragraph trying the meanings. Does it make sense? • If I still don’t know the word, I ask someone or look it up.

  30. Chapter 5 – Meaning Vocabulary After Reading – Providing Vocabulary Follow-Up Activities • Synonyms • Semantic feature analysis • List-group-label • Word sorts

  31. Chapter 6 – Reading Fluency What Is Reading Fluency? • According the National Reading Panel (2000), fluency is the ability to read text with speed, accuracy and proper expression.  • Fluent readers: • Recognize words automatically • Read aloud effortlessly and with expression • Do not have to concentrate on decoding • Can focus on comprehension

  32. Chapter 6 – Reading Fluency Why Is Fluency Important? • It is a bridge between decoding and comprehension. • It increases motivation to read.

  33. Chapter 6 – Reading Fluency Fluency Strategies • Modeled reading - while student follow along • Books on tape or computer – students follows along • Word blending – 5 to 7 words • Word-list reading – words with similar spelling patterns • Repeated reading – independent level • Coached reading (choral, whisper) – instructional level • Wide reading

  34. Chapter 6 – Reading Fluency

More Related