Planning Reading Assessment, Goals, and Interventions

1
Planning Reading Assessment, Goals, and
Interventions

• Linking Reading Interventions to Assessment
• and State Standards
• for Elementary Students

2
The Big Ideas of Reading Instruction

• Phonemic Awareness
• Phonics
• Fluency
• Vocabulary
• Text Comprehension

3
What Makes a Big Ideaa Big Idea?

• A Big Idea is
• Predictive of reading acquisition and later
  reading achievement.
• Something we can do something about, i.e.,
  something we can teach.
• Something that improves outcomes for children
  when we teach it

4
Letter Naming is not a Big Idea of Early Literacy

• Problems with learning to quickly and accurately
  name the letters is predictive of later reading
  difficulty
• However, letter naming is not a powerful
  instructional target, and this is why it is not a
  Big Idea (doesnt meet 3)
• Students need to receive core curriculum
  instruction in letter naming, but additional work
  in this area is not very helpful

5
Alignment of State Standards

• Essential Components of Reading
• Phonemic Awareness
• Phonics
• Fluency
• Vocabulary
• Comprehension

• Benchmarks within the State Reading Standard
• Alphabetics
• Fluency
• Vocabulary
• Comprehension

6
Interventions should be organized in tiers
Three-tier model of reading instruction and
intervention (Multi-Tier System of
SupportsMTSS)
7
Interventions Should Be Organized in Tiers
Tier 1 About 80 of students general education
curriculum
Tier 2 About 10 to 15 of students targeted
small group interventions
Tier 3 About 5 of students intensive very small
group or individualized interventions
8
Types of Assessment to establish student needs

• Screening to identify students who may need extra
  help (move to another tier)
• Diagnostics to determine their specific
  instructional needs (planning the specific
  intervention)
• Progress Monitoring to determine if students are
  making adequate progress within their current
  instructional environment (current intervention
  or current tier placement)

9
TIER I Core class instruction
Tier I is comprised of three elements
Core reading program
Benchmark testing of students to determine
instructional needs at least three times a year
Ongoing professional development
10
Key Components of Effective Tier 1

• Increased allocation of instructional time to
  critical elements of reading
• Quality of instructional time (e.g., high rates
  of student engagement, low rates of wasted
  instructional time)
• Professional development that increases teacher
  content knowledge
• Conducting scheduled progress monitoring and
  actually using results to plan instruction

11
TIER II Supplemental instruction
Tier II is small-group supplemental instruction
in addition to the time allotted for core reading
instruction.
Tier II includes programs, strategies, and
procedures designed and employed to supplement,
enhance, and support Tier I.
12
Key Components of Effective Tier 2

• Focus on instruction in the alphabetic code
• How to hear sounds in words
• How to represent sounds with letters
• How to look at a string of letters and generate
  the sounds that produce words
• How to manipulate sounds in words to produce new
  words

13
Second Tier Research Outcomes

• No one set of instructional activities will
  address the needs of all the students needing
  supplemental support
• Second tier instruction can distinguish readers
  who lack preparatory skills from those with
  reading difficulties

14
Second Tier Research Outcomes

• Even the most successful interventions do not
  prevent some readers from struggling again later
• Some students are likely to have difficulty with
  fluency even after all word decoding skills have
  been remediated
• Improvement through early intervention is not a
  cure for reading disabilities, but it can
  increase future reading skill levels

15
TIER III Intensive intervention
Tier III is intense, explicit, strategic, and
structured supplemental instruction, provided in
very small groups or in one-on-one settings.
Tier III materials may be supplemental to core or
a replacement curriculum.
16
Key Components of Effective Tier 3

• Purposeful instructional design and delivery
• Explicit and consistent teacher language
• Multiple, careful modeling of tasks
• Careful sequencing of skill introduction
• Ample opportunities to practice and receive
  corrective feedback
• Systematic and cumulative review of previously
  learned skills
• Purposeful integration of previously learned
  skills in support of more advanced skill learning

17
Key Components of Effective Tier 3

• Prioritized content
• Phonological skills of isolation, blending, and
  segmentation
• Alphabetic code skills and strategies
• Protected time and grouping
• Frequent performance monitoring that is used to
  plan instruction

18
Based on a students response to interventions
and assessment results
Increasing customization of the intervention
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Degree of Customization

• Tier One core curriculum
• Tier Two supplemental materials
• Standard Protocol
• Individualized student problem-solving
  interventions
• Tier Three and SPED structured, intense, and
  explicit instruction, whether alternative
  curriculum or individualized supplemental
  materials

20
Degree of Customization in Reading Across Tiers

• Tier One 90 minutes uninterrupted instruction
• Tier Two Tier One 30 minutes targeted
  instruction
• Tier Three Tier One 60 minutes highly
  structured, intense, and explicit instruction
• Special Education Individualized IEP team
  decision.

21
Some unfortunate findings from previous reading
research

• Only 1 child in 8 of those in the bottom quartile
  in word reading ability at the end of first grade
  reach grade-level reading skills by fourth grade.
• Special education tends to prevent students from
  falling further behind. It does not reduce the
  gap in their reading skills compared to their
  peers.

22
Research about Interventions

• To remediate reading difficulties, instruction
  must be more intense and more explicit than
  classroom instruction, and it must be systematic.
  
• Intervention must come early, when the student
  first begins to exhibit indicators of later
  reading problems. Prevention of reading
  difficulties is much more cost effective than
  remediation.

23
Intense Instruction

• Increase intensity by
• Increasing instructional time
• Providing instruction in very small groups (3 or
  4)

24
Issues related to deciding to intensify support

• When? (the earlier the better)
• Whos going to do it?
• How will we train personnel?
• Scheduling
• Progress monitoring
• Treatment fidelity

25
Issues related to deciding to intensify support

• Group Size (3-5 max)
• Amount of time
• Teaching and re-teaching
• Extending skills
• Instructional delivery
• Explicit
• Systematic teacher wording
• Error correction
• Prioritized content
• Scaffolded support

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Explicit Instruction

• Carefully preplan materials and instruction
• Provide direct instruction
• Fast-paced
• Highly focused
• Many examples and prompts
• Many opportunities to respond (with feedback)
• Provide guided and independent practice

27
Systematic Instruction

• Prioritize critical skills needed
• Develop planned sequence for providing
  instruction in critical skills
• Use research validated materials

28
Planning Instructional Support

• In order to plan instruction, you need to answer
  these questions
• What are the goals of instruction?
• What specific skills need to be taught?
• What instructional curriculum/program should we
  use?
• What specific instructional strategies to use?
• How much instructional support is needed?

29
Research-Based Curriculum Selection for Standard
Protocol

• Review of reading core curriculum and
  supplemental materials available at Florida
  Center for Reading Research www.fcrr.org
• Link from Project SPOT website www.projectspot.org
  

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Essential Component 1

• Phonemic Awareness
• The ability to manipulate sounds
• in spoken language

31
Clarification of terms

• Phonemic Awareness
• Identifying and working with individual phonemes
  (the smallest sound unit in spoken words)

• Phonological Awareness
• Identifying and working with larger sound units
  (e.g., rhyming words or onset and rime)

32
Skills Within Phonemic Awareness

• Phoneme isolation
• Phoneme identity
• Phoneme categorization
• Phoneme blending

• Phoneme segmentation
• Phoneme deletion
• Phoneme addition
• Phoneme substitution

33
Some Principles of Teaching Phonological/Phonemic
Awareness

• Complexity varies within activities
• Recognition is easier than recall
• For example, Does sat rhyme with cat? is easier
  than asking What rhymes with cat?
• Awareness of onset and rime is easier than
  individual phonemes
• For example, when segmenting cat,
  c--at is easier than c--a--t

34
Some Principles of Teaching Phonological/Phonemic
Awareness

• Words with fewer phonemes are easier
• Continuant phonemes (e.g., s) are easier than
  non-continuant (e.g., p)
• Phonemes in initial position are easier than
  phonemes in final position
• Manipulatives are helpful (e.g., sound boxes)

35
Examples of Assessment ofPhonemic Awareness

• Screening and Progress Monitoring
• Dynamic Indicators of Basic Early Literacy Skills
  (DIBELS)
• Initial Sound Fluency (ISF)
• Phonemic Segmentation Fluency (PSF)
• Diagnostic
• Phonological Awareness Skills Test (PAST) by
  Zgonc, 2000 (in Sounds in Action)

36
Example Debbies assessment results (shes a
third grader)

• DIBELS Debbies PSF score 10
• Debbies PAST scores
• Rhyme recognition 6/6
• Rhyme production 6/6
• Syllable blending 6/6
• Syllable segmentation 5/6
• Syllable deletion 5/6
• Phoneme isolation initial sounds 5/6
• Phoneme isolation final sounds 5/6
• Phoneme blending 3/6
• Phoneme segmentation 2/6
• Deletion of Initial Sounds 0/6

37
ExamplePhonemic Segmentation Fluency

• Goal
• By the end of 36 weeks, given a phonemic
  segmentation probe, Debbie will score 35 correct
  phoneme segments.
• Indicator
• R1.1.1.4 Identifies and manipulates phonemes in
  spoken words (e.g., phoneme isolation,
  identification, categorization, blending,
  segmentation, deletion, addition, substitution.)

38
Intervention Notebook

• Phonemic Awareness

39

• Task 1
• Find the phonemic awareness section in the
  intervention notebook. Based on the assessment
  results for Debbie, select an intervention that
  would be appropriate to use with her.
• If the intervention was not successful, how could
  you increase the intensity and explicitness of
  the intervention?
• Task 2
• As a table group, discuss the following
  questions
• Given this students assessment results, what
  Tier of intervention would be appropriate?
• If Debbie were a student in your building, would
  she be placed in a specific curriculum, or would
  she receive a set of supplemental materials and
  activities (like the examples in the notebook)?

40
Essential Component 2

• Phonics
• The relationship between letters and sounds

41
Research on Phonics

• Use a selected, useful set of letter-sound
  relationships
• Introduce this set in a logical instructional
  sequence
• Focus on application of phonetic skills
• Practice application in both reading and writing

42
How much phonics?

• All readers need systematic, explicit phonics
  instruction
• Typical readers dont benefit from more beyond
  the core program
• Low-skilled students need additional phonics
  instruction that includes
• Specificity
• Attention to mastery
• Practice opportunities

43
Examples of Assessment of Phonics Knowledge

• Screening and Progress Monitoring
• DIBELS
• Nonsense Word Fluency (NWF)
• Diagnostic
• Quick Phonics Screener

44
DIBELSNonsense Word Fluency

• NWF is criterion-related
• A students current score on NWF moderates future
  expected growth (i.e., students at criterion
  wont grow as much as students below criterion)
• The point is to get to the benchmark on timenot
  the highest score possible

45
Test and Teach Phonetic Analysis Differently

• To assess student skill in phonetic analysis,
  stimuli are non-words
• To teach alphabetic principle, teachers should
  use real words

46
Both quantitative and qualitative analysis of
performance is important

• A students inability to engage in unitization on
  NWF is an early indicator of the students need
  for more customized intervention
• Unitization means blending sounds together into
  larger units
• baf baf (single unit)
• or b-af (onset and rime)
• not just b-a-f or b-a-f, baf

47
Both quantitative and qualitative analysis of
performance is important

• The larger the unit the better the student was
  likely to perform on oral reading fluency in
  future grade levels.
• Intervention to increase a students ability to
  unitize is difficult and requires intensity, but
  can prevent future problems with oral reading
  fluency

48
Example Julies phonics assessment results

• Screening Julie is a 3rd grader. Her score on
  DIBELS Nonsense Words Fluency is 12 sounds.
• Diagnostic On the Quick Phonics Screener (QPS),
  her scores were
• 26/26 letters, 21/21 consonants, 5/5 vowels
• 5/10 VC CVC in list, 5/20 in text
• 0/10 CVCC CCVC in list, 0/10 in text

49
ExampleNonsense Word Fluency

• Goal
• In 36 instructional weeks, when given a one
  minute probe, Julie will score 50 on DIBELS
  nonsense word fluency.
• Indicator
• R 3.1.1.1 Uses decoding skills that include
  knowledge of structural analysis when reading
  unknown words.

50
Intervention Notebook

• Phonics

51

• Task 1
• Based on the assessment information, find a
  phonics intervention appropriate for Julie.
• If the intervention was not successful, how could
  you increase the intensity and explicitness of
  the intervention?
• Task 2
• As a table group, look at the interventions for
  phonics and discuss the following questions
• Given this students assessment results, what
  Tier of support would be appropriate?
• How does your building increase the customization
  of interventions to match student needs?

52
Essential Component 3

• Fluency
• The ability to read text accurately and
• quickly, with expression

53
Why Is Fluency Important?

• Fluent readers are more likely to comprehend what
  they are reading
• Building fluency makes reading less effortful and
  less frustrating for students
• Because building fluency makes reading more
  rewarding, it increases the chance that a student
  will chose to read (and as a result increase
  incidental learning of vocabulary and background
  knowledge)

54
Research on Fluency Instruction

• Repeated and monitored oral reading
• Student-adult reading
• Choral reading
• Tape-assisted reading
• Partner reading
• Readers theatre
• Practice oral rereading at students independent
  reading level (95)
• Model fluent reading

55
Example of Assessment of Fluency

• Screening and Progress Monitoring
• DIBELS or AIMSweb Oral Reading Fluency
• Diagnostic
• Multi-Dimensional Fluency Scale from 3-Minute
  Reading Assessment

56
Important issues about measuring fluency in older
students with reading disabilities

• DO assess their fluency levels for diagnostic
  purposes
• DO teach them skills designed to improve their
  fluency levels
• DO NOT use fluency measures for progress
  monitoring reading goals on IEPs for older
  students (grade 5 and above)

57
Older students with a Moderate Reading Disability

• Before instruction
• Word reading accuracy 10 ile
• Reading fluency below 1 ile
• Comprehension 8 ile
• 100 hours in small group intervention
• After instruction
• Word reading accuracy 39 ile
• Reading fluency 8 ile
• Comprehension 39 ile

58
Older students with aSevere Reading Disability

• Before instruction
• Word reading accuracy 2 ile
• Reading fluency below 1 ile
• Comprehension 8 ile
• 68 hours in one to one intervention
• After instruction
• Word reading accuracy 23 ile
• Reading fluency 5 ile
• Comprehension 27 ile

59
The Fluency Gap

• These results show that with intensive
  interventions disabled students make significant
  progress in the areas of word reading accuracy
  and comprehension, but their reading fluency
  continues to lag behind.
• It seems to be related to lack of practice
  reading outside of school. This lack of practice
  results in huge differences in sight word
  vocabulary which impacts fluency.

60
Progress Monitoringof Fluency

• For progress monitoring reading goals on IEPs of
  older students, we recommend that you DO NOT
  measure fluency (i.e., rate)
• Instead measure these alternative skills
• Accuracy of Reading Connected Text
• Recognition of Sight Words or Phrases

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Example of Fluency Alternative

• Text reading accuracy
• Bob is a 5th grader who read a 2nd semester, 2nd
  grade passage with 85 accuracy.

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Example Text Reading Accuracy

• Goal
• In one semester, Bob will read a 3rd grade
  passage with 90 accuracy.
• Indicator
• R 3.1.2.4 Uses a variety of word-recognition
  strategies (e.g., practicing words in isolation,
  practicing reading words in text) to read
  fluently.

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Example of an Alternative Fluency Goal

• Sight word recognition
• Mike is a 5th grader who currently recognizes 72
  of the first 100 Fry words.

64
ExampleSight Word Recognition

• Goal
• In 9 instructional weeks, when given word cards
  of the first 100 Fry words, Mike will recognize
  at least 95 of these words.
• Indicator
• R 2.1.3.1 Demonstrates automatic recognition of
  sight words.

65
Example of Assessment of Fluency

• Screening/Progress Monitoring DIBELS ORF
• Billy is a 3rd grader who scored 34 ORF on a
  third grade DIBELS passage given at the beginning
  of year.
• Diagnostic Multi-Dimensional Fluency scale from
  3-Minute Reading Assessment (four point rubric)
• Billys total score 1.5
• Expression and Volume 2
• Phrasing and intonation 1
• Smoothness 1
• Pace 2

66
ExampleOral Reading Fluency

• Goal
• By the end of 36 weeks, given a fourth grade
  measure of oral reading fluency, Billy will score
  93 words read correctly in one minute.
• Indicator
• R3.1.2.3 Uses knowledge of sentence structure to
  read fluently at instructional or independent
  reading levels.

67
How Much Do Typical Students Increase Fluency
Each Week?

• Average number of words per minute increase per
  week according to grade level
• First 2.0 - 2.5
• Second 2.0
• Third 1.0 1.5
• Fourth 1.0
• Fifth .5
• Sixth .5

68
Intervention Notebook

• Fluency

69

• Task 1
• Based on the assessment information, find a
  fluency intervention appropriate for Billy.
• If the intervention was not successful, how could
  you increase the intensity and explicitness of
  the intervention?
• Task 2
• As a table group, look at the interventions for
  fluency and discuss the following questions
• Given this students assessment results, what
  Tier of support would be appropriate?
• How does your building increase the customization
  of interventions to match student needs?

70
Essential Component 4

• Vocabulary
• Words we must know to communicate effectively

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Some Vocabulary Facts

• Students learn about 3,000 new words each year.
• About 25-50 percent of annual vocabulary growth
  comes from incidental learning from context while
  reading. Because students with reading problems
  read less material, they fall further and further
  behind in vocabulary knowledge.
• Efforts to increase the size of oral vocabulary
  need to start earlyin preschool and in
  kindergartenin order to positively affect
  reading achievement

72
Research on Vocabulary Instruction

• Tiered words reflect a way of systematizing
  vocabulary instruction.
• Tier 1 very common, high frequency words
• Tier 2 important and useful words known by a
  mature reader
• Tier 3 very difficult, rare words
• Generally, instruction for meaning should focus
  on teaching Tier 2 words.

73
Research on Vocabulary Instruction

• Explicit Instruction, focusing on
• Important words
• Useful words
• Difficult words (e.g., multiple meanings, idioms)
• Use of word parts
• Use of context clues
• Use of reference materials

74
Research on Vocabulary Instruction

• Implicit Instruction (exposure over extended
  time)
• Students need to read outside of the classroom
• Some students can be encouraged to read outside
  of class by letting them select materials of
  interest at very easy levels of difficulty
• In the classroom, multi-media methods

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Example of Assessment of Vocabulary Knowledge

• Screening/Progress Monitoring
• Cloze test where words of only one grammatical
  type are omitted. Baseline Data On a
  teacher-made Cloze test, where all words omitted
  were adjectives, Sarah, a 4th grader, inserted
  appropriate adjectives in 25 of the blanks.
• Diagnostic
• Word definitions

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ExampleVocabulary

• Goal
• By the end of 36 weeks, when given a teacher-made
  Cloze test where only adjectives are omitted,
  Sarah will insert words of appropriate meaning
  and grammatical type in 75 of the blanks.
• Indicator
• R 4.1.3.1 determines meaning of words or phrases
  using context clues from sentences

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Intervention Notebook

• Vocabulary

78

• Task 1
• Based on the assessment information, find a
  vocabulary intervention appropriate for Sarah.
• If the intervention was not successful, how could
  you increase the intensity and explicitness of
  the intervention?
• Task 2
• As a table group, look at the interventions for
  vocabulary and discuss the following questions
• Given this students assessment results, what
  Tier of support would be appropriate?
• How does your building increase the customization
  of interventions as a student moves through the
  tiers?

79
Essential Component 5

• Reading Comprehension
• The ability to read for understanding.
• Reading with purpose and thinking
• actively while reading.

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ACTIVITYRead Dire Straits
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Review Dire Straits

• Except for names, how many of the words are
  totally new?
• Except for names, how many words do you need help
  with pronouncing?
• How many words would you have difficulty using in
  a sentence?
• So is it possible to do these three things and
  still not comprehend?

82
Important Steps in Comprehension

• Activation of background knowledge
• Determining importance in text (purpose for
  reading)
• Students need to interact with text
• Strategy instruction

83
Research on Reading Comprehension Instruction

• Most effective strategies
• Monitoring comprehension
• Using graphic and semantic organizers
• Answering questions
• Generating questions
• Recognizing story structure
• Summarizing

84
Research on ReadingComprehension Instruction

• Teach strategies explicitly
• direct explanation (why, when)
• modeling of strategies (think-aloud)
• guided practice
• application
• Teach through cooperative learning
• Provide multiple-strategy instruction so that
  students learn to use strategies flexibly and in
  combination

85
Two Voices In My Head

• Word Calling Voice
• When this voice acts alone, the reader is checked
  out.

• Thinking Voice
• Visualizes
• Predicts
• Connects
• Questions
• Summarizes
• Monitors

86
Instructional Techniques for Teaching
Comprehension

• Think Aloud teacher reads aloud and voices
  his/her thinking to model strategies
• Shared Reading teacher reads aloud, students
  follow along, typically for whole class strategy
  practice
• Guided Reading small group only, teacher
  divides text in segments, students read and stop
  to discuss the strategy
• Independent Practice student reads silently and
  individually tracks his/her own thinking

87
Examples of Assessment of Reading Comprehension

• Screening/ Progress monitoring
• Maze test. Baseline data Jim is a fourth grade
  student whose score on AIMSweb Mazes this winter
  was 7 (at the 10th percentile).
• Diagnostic
• KRA Retell Rubric for Narrative
• Jim scored 4 of 20 possible points on the
  narrative retell rubric on the 4th grade passage
  (retold characters and setting with prompting).

88
First Example of a Goal for Comprehension Maze

• Goal
• In 36 instructional weeks, given a 5th grade
  level Maze probe, Jim will score 20 (at the
  50ile).
• Indicator
• R 4.1.4.5 Uses information from the text to make
  inferences and draw conclusions.

89
Second Example of GoalRetell Rubric

• Goal
• By the end of 36 instructional weeks, given a 5th
  grade narrative passage, Jim will retell the
  story and score 14 of 20 possible points on the
  narrative retell rubric.
• Indicator
• R 5.1.4.9 Retells main ideas or events as well as
  supporting details in appropriate level
  narrative, expository, technical, and persuasive
  texts.

90
Intervention Notebook

• Reading Comprehension

91

• Task 1
• Based on the assessment information, find a
  comprehension intervention appropriate for Jim.
• If the intervention was not successful, how could
  you increase the intensity and explicitness of
  the intervention?
• Task 2
• As a table group, look at interventions for
  comprehension and discuss the following
• Given this students assessment results, what
  Tier of support would be appropriate?
• How does your building increase the customization
  of interventions as a student moves through the
  tiers?

92
Deborah McVey Lawrence Public Schools dlmcvey_at_usd4
97.org
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