Explicit Instruction in Reading: A ThreeTier Approach

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Explicit Instruction in Reading A Three-Tier
Approach

• Nancy Marchand-Martella, Ph.D.
• marchandmartella_at_sisna.com
• [phone]
• 12th Annual Eastern PA Special Education
  Administrators Conference
• Hershey, PA
• October 23, 2008

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Favorite Saying as a University Professor

• Everyone believes that to be a good teacher all
  you need is to love to teach, but no one believes
  that to be a good surgeon all you need is to love
  to cut!--Albert Shanker, past president, AFT

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Consider the Following

• Most students can experience improved reading (to
  average levels) through well designed reading
  programs offered by highly trained teachers.
  (Reid Lyon)
• Literacy instruction should continue beyond
  elementary school and be tailored to the more
  complex reading tasks faced by middle and high
  school students. (National Institute for
  Literacy)
• 3 out of 10 eighth graders are proficient readers
  (National Governors Association Center for Best
  Practices)
• We need to focus on strategies for narrative AND
  expository text beyond 3rd grade! (National
  Association of Secondary School Principals)
• About 70 of older readers require some form of
  remediation Reading Nextteach reading
  comprehension skills. (Biancarosa and Snow)
• One years growth for one year of instruction is
  not sufficient for at-risk students to meet grade
  level standards (Center for Instruction)
• US students consistently behind their peers
  around the world when it comes to math
  performance (American Institutes for Research)

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Instruction Matters!

• Three things are needed to remediate skill
  deficits
• Solid instructional program
• Well trained instructor
• Effective instructional delivery

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Solid Instructional Program The 3-Tier Model
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A Model for Implementing RTI(Fuchs Fuchs, 2007)

• Schools employ three tiers--one tier separates
  general and special education.
• Tier 1 use universal screening (below 25th
  percentile or below benchmark) and 5 weeks of
  weekly progress monitoring to identify students
  for preventative intervention.
• Two preventative intervention models (Tiers 2
  3)
• Problem solving (individually tailored
  interventions based on progress monitoring)
• Standard protocol (standard methods/programs to
  address skill deficits)

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Solid Instructional Program(Reading)
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Report of the NRP

• Phonemic Awareness.
• Explicit Phonics.
• Fluency.
• Vocabulary.
• Text Comprehension.
• Source NICHD. (2000).

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Phonemic Awareness

• Definition The ability to notice, think about,
  and work with the individual sounds in spoken
  words.
• Example (explicit with focus on blending and
  segmenting).
• Teacher Listen. Im going to say the sounds in
  the word jam--/j/ /a/ /m/. What word?
• Children Jam.
• Teacher You say the sounds in the word jam.
• Children /j/ /a/ /m/

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Tips for Improving Phonemic Awareness

• Use phonemic segmentation and blending
• (a) segmentation (tell me the sounds in XXX)
  and
• (b) blending (Ill say the sounds and you tell
  me the word. Listen. /X/ /X/ /X/. What word?).
• (c) about 20 hrs PA, K/1 focus

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Phonics Instruction

• Definition Teaches relationship between letters
  (graphemes) and sounds (phonemes)--the alphabetic
  principle (this is the letter m and it makes the
  sound /m/).
• Example
• Teacher writes man on board.
• Teacher Sound it out. Get ready.
• Students mmmaaannn
• Teacher Say it fast.
• Students man
• Teacher What word?
• Students man

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Tips for Better Phonics Instruction

• Model sounds in order presented in program.
• Provide lots of practice. They should say it
  like they know it.
• See/say/write--all modalities.
• Use blending--dont stop between the sounds.
• Sam cat

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Fluency

• Definition Ability to read text accurately,
  quickly, and with expression.
• Example (repeated oral reading opportunities
  with feedback explicit modeling).
• 60 wpm with 98 accuracy-1st
• 90 wpm with 98 accuracy-2nd
• 120 wpm with 98 accuracy-3rd
• 150 wpm with 98 accuracy-4th

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Tips to Improve Fluency Instruction

• Modeling
• Model fluent, expressive, reading of a passage
• Students track while listening
• Guided Practice with Feedback
• Students practice reading same passage multiple
  times aloud (NICHD 2000 notes up to 4 repeated
  reads), miscues are corrected and reviewed until
  firm
• Chorally in a group (whole group or small group)
• With adults (i.e., teacher, IA, parent, tutor)
• Assisted reading (i.e., tape, computer)
• Whisper read
• Partner reading with peers
• Paired reading--the student reads aloud in tandem
  with an accomplished reader at student signal
  (tap on hand), the helping reader stops reading
  while the student continues.

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Hasbrouck and Tindal (2006) Fluency Norms

• Completed an extensive study of oral reading
  fluency.
• Students scoring below 50th percentile using
  average score of 2 unpracticed readings from
  grade-level materials need a fluency-building
  program.
• Table notes average weekly improvement you can
  expect (spring score - fall score divided by 32
  weeks).

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Vocabulary Instruction

• Definition Learning words used in
  speaking/recognizing words when listening
  recognizing and using words in print.

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Facts about Vocabulary Instruction

• Students learn meanings of most words INDIRECTLY
  through everyday experiences with oral written
  language.
• Engage in daily oral language.
• Listen to adults read to them.
• Read extensively on their own.
• Source Armbruster et al. (2003) NICHD (2000).

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Facts about Vocabulary Instruction

• Some vocabulary should be taught DIRECTLY
  through
• Specific word instruction.
• Word learning strategies.
• Source Armbruster et al. (2003) NICHD (2000).

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What words need instructional attention?

• Tier 1 (basic words)
• Baby, walk, happy, clock
• Tier 2 (high frequency words found in a variety
  of domains)
• Coincidence, absurd, benevolent, industrious,
  fortunate, dubious
• Tier 3 (specific domain low frequency words)
• Lathe, peninsula, isotope, refinery

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What do you do with Tier 2 words?

• Define words with Tier 1 or student friendly
  words.
• Benevolent means good.
• Jovial means happy.
• Merchant is a person who buys and sells lots of
  things.
• Reluctant means not sure you really want to do
  something.

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Synonyms Teaching Tips(Carnine et al., 2004)

• Heres a new word. Sturdy. Sturdy means strong.
  What does sturdy mean? (strong) Whats another
  word for strong? (sturdy)
• Present positive and negative examples (need 6
  consecutive correct responses).
• Tom leaned against a pole. The pole fell over.
  Was the pole sturdy or not sturdy? (not sturdy)
• Sally sat on the wooden bench. The bench didnt
  move. Was the wooden bench sturdy or not sturdy?
  (sturdy)
• A house fell down during the hurricane. Was the
  house sturdy or not sturdy? (not sturdy)
• Review previously learned words and new word.
• Is it mild out today? How do you know?
• Is that chair sturdy? How do you know?
• Is my desk tidy? How do you know?

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Student Vocabulary Log
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Four Square Vocabulary

• Word Activity

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Word Learning Strategies

• Use dictionaries and other reference aids.
• Teacher models how to take words that are
  unknown and look them up in a dictionary
  students then practice looking up words to
  determine their meanings.
• Co-Build Student Dictionary. (ISBN
  0-00-712034-6)
• Longman Handy Learners Dictionary of American
  English (ISBN 0-582-36472-8)
• ESL Beginners Dictionary Harper Collins (ISBN
  0-06-056456-3)
• Use context clues.
• Use word parts.
• Morphographs/morphemes.
• Roots/affixes (prefix/suffix).
• Source Armbruster et al. (2003)

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Text Comprehension Strategies

• Sets of steps that good readers use to make sense
  of what they read.
• Seven strategies appear to have firm scientific
  evidence
• Monitoring comprehension.
• Using graphic and semantic organizers.
• Answering questions.
• Generating questions.
• Recognizing story structure.
• Summarizing.
• Cooperative learning.
• Source Armbruster et al. (2003) NICHD (2000).

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Guidelines for How to Teach Comprehension
Strategies

• Direct explanation
• Explain why strategy helps comprehension when
  to it.
• Modeling
• Demonstrate how to apply strategy using a think
  aloud.
• Guided Practice
• Guide assist students in using strategy
  provide feedback (corrective and positive).
• Application
• Practice strategy until independent.
• Source Armbruster et al. (2003) NICHD (2000)

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Monitoring Comprehension

• Teaches students to
• Be aware of what they DO understand.
• Be aware of what they DO NOT understand (e.g.,
  where difficulty is--I dont understand the
  first paragraph what difficulty is--I dont
  understand what the author means when she
  says.).
• Use appropriate fix up techniques to resolve
  problems (e.g., look back in text look forward
  in text restate difficult text in your own
  words).
• Source Armbruster et al. (2003)

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Answering Questions

• Intersperse questions
• Explicit (stated explicitly in a single
  sentence).
• Implicit (implied by information presented in two
  or more sentences).
• Scriptal (not found in text but part of readers
  prior knowledge).
• Source Armbruster et al. (2003).

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Generating Questions

• Teach students to ask their own questions such
  as
• What is the main idea of this paragraph/chapter?
• Who are the characters?
• Why did Mrs. Jones feel sad?
• Would you feel sad if that happened to you? Why?
• SQ3R Survey, Question, Read, Recite, Review
  (Reflect added as 4th R).
• Multi-Pass (survey pass size-up pass sort-out
  pass)
• Source Armbruster et al. (2003) Hartlep
  Forsyth (2000).

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Dont Forget Blooms Taxonomy!

• Knowledge define, duplicate, label, list,
  memorize, name, order, recognize, relate, recall,
  repeat, reproduce state.
• Comprehension classify, describe, discuss,
  explain, express, identify, indicate, locate,
  recognize, report, restate, review, select,
  translate,
• Application apply, choose, demonstrate,
  dramatize, employ, illustrate, interpret,
  operate, practice, schedule, sketch, solve, use,
  write.
• Analysis analyze, appraise, calculate,
  categorize, compare, contrast, criticize,
  differentiate, discriminate, distinguish,
  examine, experiment, question, test.
• Synthesis arrange, assemble, collect, compose,
  construct, create, design, develop, formulate,
  manage, organize, plan, prepare, propose, set up,
  write.
• Evaluation appraise, argue, assess, attach,
  choose compare, defend estimate, judge, predict,
  rate, core, select, support, value, evaluate.

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Summarizing

• Identify/generate main ideas.
• Condense information into their own words.
• Use paragraph-shrinking technique (1) name who
  or what the paragraph is about, (2) tell the most
  important thing about the who or what, and (3)
  say (write) the main idea using this information
  in 10 words or less.

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Multiple Strategy Instruction Reciprocal
Teaching

• Instructional activity involving dialogue between
  the teacher and students structured around the
  use of
• Predicting.
• Summarizing.
• Generating Questions.
• Clarifying.
• Source Palincsar Brown (1984).

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Reciprocal Teaching(Example)
Source Jim Wright, www.interventioncentral.org
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Core Programs with Interventions

• Scott Foresman Reading Street (My Sidewalks on
  Scott Foresman Reading Street)
• Harcourt Storytown (Intervention Station)
• MacMillan/McGraw-Hill Treasures (Triumphs)
• Voyager Universal Literacy (Passport/Journeys)
• Houghton Mifflin (Early Success/Soar to Success)
• Imagine It! (formerly Open Court) (Kaleidoscope)
• Read Well Plus and Reading Mastery Signature
  Edition (use same program with students who need
  intervention--RM can also incorporate Corrective
  Reading)

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Publishers and Programs

• Sopris West
• (www.sopriswest.com)
• (a) REWARDS/REWARDS PLUS, (b) Language!, (c)
  6-Minute Solution, (d) Vocabulary Through
  Morphemes, (e) Multiple Meaning Vocabulary, (f)
  Stepping Stones, (g) Sound Partners (h) Early
  Vocabulary Connections (i) Step up to Writing
• Pearson Learning (www.pearsonlearning.com)
• (a) Comprehension Plus, (b) Quick Reads
• Voyager Learning (www.voyagerlearning.com)
• (a) Universal Literacy, (b) Passport, (c)
  Journeys
• Read Naturally (www.readnaturally.com)

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Publishers and Programs (cont)

• Curriculum Associates (www.curriculumassociates.co
  m)
• (a) Phonics for Reading
• Steck-Vaughn (www.harcourtachieve.com)
• (a) Elements of Reading Vocabulary,
• (b) Elements of Reading Comprehension
• Houghton Mifflin (www.houghtonmifflin.com)
• (a) Soar to Success, (b) Early Success
• Novel Ideas (www.novelideas-inc.com)
• (a) Adventures in Language
• Science Research Associates (www.sra4kids.com)
• (a) Reading Mastery Signature Edition with
  Lesson Connections, (b) Reading Mastery Classic,
  (c) Horizons, (d) Corrective Reading, (e)
  Ravenscourt, (f) Reading Success, (g) Early
  Interventions in Reading, (h) Expressive
  Writing/Basic Writing Skills/High Performance
  Writing, (I) Spelling Mastery/Spelling through
  Morphographs and Read to Achieve!!
• Paul H. Brookes (www.brookespublishing.com)
• (a) Road to the Code, (b) Phonemic Awareness in
  Young Children, (c) Ladders to Literacy

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What Works Best for Struggling Students? (Vaughn
Linan-Thompson, 2003)

• Controlled task difficulty.
• Small group instruction.
• Modeling.
• Ongoing progress monitoring.
• Ongoing and systematic feedback to students.
• Distributed practice with ample review items.
• Well specified and carefully designed
  (systematic) programs.
• Validated programs.
• Direct and explicit instruction.

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Systematic and Explicit Instruction

• Systematic means our plan of instruction includes
  a carefully selected set of examples
  (non-examples) organized into a logical sequence
  to promote maximum learning and to avoid
  confusion.
• Explicit is often referred to as
  demonstration-prompt-practice (I do/we do/you
  do) there is an emphasis on proceeding in small
  steps, checking for student understanding, and
  achieving active and successful participation by
  all students (see Rosenshine, 1986 for details).

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Systematic and Explicit InstructionThe two go
hand in hand
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direct instruction (di) or explicit
instruction(Rosenshine, 1986)

• Correct previous days homework review what has
  been taught.
• Describe goal of lesson.
• Present new material in small steps, using clear
  instructions and modeling (I do).
• Provide repeated opportunities for students to
  practice with feedback (We do) monitor student
  learning through varied exercises.
• Continue with practice until independent
  performance (You do).
• Provide review (You do over time).

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Lesson Plan for Sounding Out First Word am

• Review Review sounds /a/ and /m/.
• Goal Today we are going to sound out our first
  word.
• I do My turn. I will sound out this word
  without stopping between the sounds. /aaammm/. My
  turn again. /aaammm/. I did it without stopping
  between the sounds.
• We do Lets try it together. Remember do it
  without stopping between the sounds. /aaammm/.
  Again. /aaammm/. Great. We did it without
  stopping between the sounds.
• You do Your turn. Do it without stopping
  between the sounds.
• You do over time Provide opportunities to sound
  out am.

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Design Your Own Lesson Plan

• Review
• Goal
• I do Watch as I do it.
• We do Lets do it together.
• You do Ill watch as you do it.
• You do over time Try another one.

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Evaluation Form Are we using Explicit
Instruction?(Adapted from Arrasmith, 2003)
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What does this statement mean to you?

• PERFECT
• PRACTICE
• MAKES
• PERFECT!

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Presentation Techniques

• Active student participation.
• Oral participation little time for students to
  misbehave.
• Unison responding.
• Opportunities to respond student safety.
• Signals.
• Cue students to respond together.
• Pacing.
• Move quickly from activity to activity allows
  little down time learning is maximized
  behavior problems diminish.
• Teaching to mastery.
• Engineered for 100 success cumulative skill
  development.
• Error corrections.
• Model-Lead-Test-Retest.
• Motivation.
• Programs include 80-90 previously learned
  information coupled with 10-20 new information
  when students are successful, they are motivated.

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Teaching to Mastery(firm responding)

• Say it (or do it) like you know it
• Do a starting over or give another problem

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Error Corrections

• Model/Lead/Test/Retest Format
• Signal Error Format

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Motivation and Praise

• Add yes to what students say (e.g., Yes, that
  word is tenacity.
• Name at end of request to respond (e.g., Read
  the word, James.)
• Point systems (CR) graph student reading rate
• Success is the best motivator! Always stay
  positive. Do not show frustration!

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Supporting Mastery

• All students appropriately placed
• All groups must be homogeneous
• Scheduling time scheduled for lesson easy
  movement across groups flexible grouping
• Adequate time for groups to complete all aspects
  of program
• Continuous progress move to other levels
• Continuity of school-wide management procedures
• Regularly monitor groups

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Behavior Management

• Academic performance is directly related to
  behavior management
• Why do you think this is the case?

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Corrective Reading STAR

• Sit in a learning position.
• Track with your finger.
• Answer on signal.
• Respect each other.

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If you target the following instructional skills,
you will have fewer behavior problems

• Appropriate instructional cues (1) tell student
  what he needs to do rather than ask him (put your
  pencil down rather than can you put your pencil
  down?) (2) specify behavior (you need to read
  this passage please rather than do it) (3) give
  student a chance to respond rather than nag (wait
  time).
• Specific praise (1) tell student what she is
  doing the right way (be specific) (2) use more
  specific praise compared to general
• (great hand writing rather than super)
• Appropriate error corrections (1) no negativity,
  (2) I do/we do/you do (3) praise attempt (that
  was a good try).
• Based on research conducted by Martella and
  colleagues using peer tutors with students with
  severe behavior problems

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Summary

• Use a solid instructional program
• Have well-trained teachers
• Use explicit instruction
• I do/we do/you do with lots of review.
• Use ample praise! Be specific!
• Use good error correction techniques.
• Have expectations. Teach them. Catch students
  when they exhibit them.
• Remember Good instruction leads to good behavior
  which leads to improvements in academic
  performance!!

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