1 / 9

Interventions: Research and Review

Interventions: Research and Review. Johanna Cena Dean Richards. Purpose. Why interventions? What makes good interventions How to look for an appropriate intervention Gallery walk of TTSD Reading Protocol Interventions. Interventions work when used correctly.

rashad-joyner
Télécharger la présentation

Interventions: Research and Review

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. Interventions: Research and Review Johanna Cena Dean Richards

  2. Purpose • Why interventions? • What makes good interventions • How to look for an appropriate intervention • Gallery walk of TTSD Reading Protocol Interventions

  3. Interventions work when used correctly The most critical elements of an effective program for the prevention of reading disability at the elementary school level are: • the right kind and quality of instruction delivered with the • right level of intensity and duration to • the right children at the • right time. Joe Torgesen, “Catch Them Before They Fall”, American Educator, Spring Summer 1998

  4. Essentials of a Successful Reading Intervention • Early intervention • Intense instruction • High-quality instruction • Sufficient duration Shaywitz, Overcoming Dyslexia

  5. Essentials of an effective early intervention program • Systematic and direct instruction in: • Phonemic awareness • Phonics • Sounding out words • Spelling reading sight words • Vocabulary and concepts • Reading comprehension strategies • Practice • Fluency training • Enriched language experiences Shaywitz, Overcoming Dyslexia

  6. Thinking of Tiers • Tier II • The students are selected for interventions • Tier III • The interventions are selected for students

  7. Selecting interventions • You spent a lot of time and effort on your core curriculum, spend time on your interventions too. • Looking at programs not instructional practices Questions to consider: What do you already have? What is the cost? What are the professional development needs? What are the material needs/cost? Do they cover the “BIG 5” of reading? Will these materials meet the needs of your ELLs?

  8. Caveat emptor Scientifically based research as defined by NLCB: employ systematic, empirical methods that draw on observation or experiment Involve rigorous data analyses that are adequate to test the stated hypotheses and justify the general conclusions Rely on measures or observational methods that provide valid data across evaluators and observers, and across multiple measurements and observations Be accepted by a peer-reviewed journal or approved by a panel of independent experts through a comparatively rigorous, objective, and scientific review

  9. Resources • Florida Center for Reading Research • http://www.fcrr.org/Interventions/index.htm • What Works Clearinghouse • http://ies.ed.gov/ncee/wwc/ • Shaywitz, Overcoming Dyslexia, Chapter 19

More Related