Reading Intervention: From Research to Practice

1
Reading Intervention From Research to Practice

• Peter J. Hatcher
• University of York

2
Acknowledgements

• Charles Hulme, Andy Ellis, Margaret Snowling
  University of York
• Cumbria Education Service
• North Yorkshire Education Service
• Janet Hatcher

3
The Phonological Linkage Hypothesis

• Hatcher, P.J., Hulme, C.,
• Ellis, A.W. (1994)

4
Means For Age, BAS Word Reading Age And IQ for
The Four Groups (N124)
5
Gains in Text Reading Accuracy
6
Gains in Text Reading Comprehension
7
Conclusions

• The success of the RP group was not due to
• the reading or
• the phonological element of the training
• It was specific to literacy
• It was long-lasting although not for spelling
• The results provide strong support for the
  importance of Sound Linkage

8
Improvement Ratios Months Gain Per Month Of
Teaching
9
(No Transcript)
10
Cumbria-York At-Risk Study

• Hatcher, P.J., Hulme, C., Snowling, M.J.
• (2004)

11
Mean Standardized Scores For Word Reading (N137
At-Risk Children)


12
Evidence For The Effectiveness of The Early
Literacy Support Programme

• Hatcher, P.J., Goetz, C., Snowling, M.J., Hulme,
  C., Gibbs, S., Smith, G. (In Print)

13
Differences Between Individual and Group Forms of
Reading Intervention

• Cumbria 28 hour programme
• 4 x 35-minutes one-to-one teaching / week for 12
  weeks
• Quality control during and after training
• North Yorkshire 20 hour programme
• 5 x 20-minutes teaching / week for 12 weeks
• 2.5 sessions of group-work
• 2.5 sessions of one-to-one teaching

14
Normative Progress On BAS Word Reading Test
(N128)
Gain of 6.06 SS points, over 20 hours of teaching
(.30 SS pts/hr), maintained for at least 3 months
15
Efficacy of Small Group Reading Intervention A
Randomized Controlled Trial

• Hatcher, P.J., Hulme, C., Miles, J.N.V., Carrol,
  J.M., Hatcher, J., Gibbs, S.,
• Smith, G., Bower-Crane, C., Snowling, M. (In
  Print)

16
BAS Word Reading
.17
.31
.30
0.0
Experimental group gained 7.8 SS points in 33.3
hours (.23 SS pts/hr)
17
Conclusions

• The RI programme is effective when taught by TAs
  to small groups of Reading-delayed Year-1
  children
• It is likely that children not making substantial
  progress after ten weeks need more individualised
  teaching

18
Requirements For Successful Intervention Within
An LEA

• Clay (1985, 1987) stresses that in the long-term
  a successful intervention programme involves
• Active support from
• Child
• Parents
• Teachers
• The school system
• The education system
• Quality control

19
LEA Support For Reading Intervention In Cumbria

• Reading Intervention Coordinator
• Six Tutors (Originally Certificated by University
  of Newcastle)
• 14-week training for teachers
• Evaluation of childrens progress

20
LEA Support for Reading Intervention in Cumbria

• Teacher Training programme comprises
• Three days of in-service training (48 people with
  coordinator and 6 tutors)
• Five half-day tutorials (with video-tapes)
• Provision of 48 sessions of R P work with each
  of 2 children over a 12-week period
• Observation of teaching with QC checklist
• Observation and re-certification of teachers
  every 18 months

21
Three-day Training Programme

• Running record
• Assessment measures (working in groups of 4 with
  a child)
• From assessment to teaching (record sheets)
• Teaching strategies
• Guidelines for working with individuals (and in
  North Yorkshire with groups)

22
Twelve-week Programme of Reading Intervention

• Four 35-minute sessions per week for 12 weeks
• First few sessions spent on assessment
• Middle 40 sessions spent on reading, writing and
  spelling
• Last few sessions spent on assessment

23
Seidenberg McClelland (1989) Model Of Reading
Semantics
Orthography
Phonology
24
Initial Assessment

• Concepts about Print (Look What Ive Got)
• Early Word Recognition (42 words, based on first
  books)
• Running Record at Easy, Instructional and Hard
  levels
• Letter Identification
• Written Language (based on Monster story)
• Early Writing Vocabulary
• Sounds in Writing
• Sound Linkage Test of Phonological Awareness

25
The Sound Linkage Test of Phonological Awareness

• 42 item test (7 subtests, each with 6 items)
• Syllable blending
• Phoneme blending
• Rhyme
• Phoneme segmentation
• Phoneme deletion
• Phoneme transposition
• Spoonerisms
• Normative data

26
Typical Reading Intervention (RI) Session Cumbria

• Each session lasts for 35-minutes and is followed
  by 10-minutes for record keeping
• A session comprises
• Reading easy books (with gt94 accuracy)
• Reading the book introduced at the end of the
  previous session
• Letter identification
• Phonological awareness
• Writing a short story (One or two sentences)
• Cut-up story
• Reading a new book (with 90-94 accuracy)

27
Typical RI Sessions North Yorkshire
One-one-teaching (20-mins)
Group teaching (20-mins)
28
Re-reading An Easy Book

• The purpose of children re-reading one or more
  easy books is to allow them to rehearse known
  words in different contexts and to develop
  fluency, phrasing and comprehension.
• The books, that include recently published ones
  from Rigby star, Ginn Lighthouse and PM starters,
  are graded using a reliable system validated
  against the original NZ Reading Recovery book
  level.
• A list of 1800 additional graded books is
  provided.

29
Re-reading The Book That Was Read At The End Of
The Previous Session

• Teacher takes a running record
• Reading accuracy calculated using formula
• (Total words errors) / Total words x 100
• Difficulty level of text determined by the
  criteria
• Reading accuracy Level of reading
• gt94 Easy
• 90-94 Instructional
• lt90 Hard

30
The Running Record

• Also provides information about
• Directional movement and one-to-one finger
  pointing
• Perception of errors
• Use of single strategies to read unknown words
• Picture, meaning, syntax, auditory, visual
• Use of strategies in combination
• One or two teaching points to work on

31
Sound Linkage Reading

• Draw attention to words that begin with the same
  sound
• Predict unknown words from the first letter in
  conjunction with meaning clues text he jumped
  over the wall
• Child reads jumps
• Use last letter/sound to confirm or reject the
  articulated word jumps
• Does the end sound in jumps fit what you can
  see?

32
Letter Identification

• Letter identification (names and sounds) and
  writing
• ALK lower-case letter-cards in an arc
• Jolly Phonics order of acquisition
• Letter formation using cursive script
• ALK picture card and identification of initial
  sound
• Letter formation
• Alphabet book
• Examples in text

33
Phonological Awareness

• 9 sections comprising total of 70 activities
• Words as units in sentences
• Syllable identification
• Phoneme blending
• Rhyming words
• Identification of phonemes
• Phoneme
• Segmentation
• Deletion
• Substitution
• Transposition

34
Writing A Story

• The purpose of writing a story (one or two
  sentences) is for children to add to the list of
  words that they can write fluently
• Word identification and Sound Linkage activities
  should be practiced as part of this activity.
• Re-read the story

35
Word identification

• Ordered list of high frequency words from first
  30 books
• High frequency words (DfEE, 1998)
• Multi-sensory approach using plastic letters
  trace, see, look, write while saying word
• Simultaneous oral spelling Name, write (using
  letter names), name

36
Sound Linkage Writing

• Pushing counters into boxes m u d while
  articulating the word (after Elkonin, 1973)
• Writing the sounds of a word (initial, final,
  medial) e.g., s t
• b o n fire
• sh ee p
• Forming words with plastic letters e.g., hen,
  men, pen (after Bradley Bryant, 1985)
• Phonic skills Phonemes (Lloyd, 1994) CVC words
  and alternative spelling (Davies Ritchie, 1998
  McGuinness, 1998) Consonant Blends Final e,
  Silent Letters Prefixes and Suffixes (Hornsby
  Shear, 1980)

37
The Cut-up Story Activity

• The purpose of this activity is to help children
  to
• recognise words as units
• recognise words out of context
• The activity involves the teacher cutting up the
  sentence, written on card, and the child
  rearranging the units (on top of or below the
  teachers model, or without a model)

38
Introduction To New Book

• Draw childs attention to
• pictures, plot and important ideas
• Words (not pointed to) that child should be able
  to read using known decoding strategies
• Other new words (shown) after child said what
  expect to see (letter) at the start and end of
  the word

39
Attempt at Reading New Book and shared reading

• When reading on own child should
• Point to words
• Be supported where there are difficulties
• Be stopped at any uncorrected error
• Be given explicit praise for use of an emerging
  reading strategy
• When reading together for fluency, teacher should
  stay one step behind child for difficult words

40
Quality Control (Teachers required to exhibit
26/31 competencies)

• Appropriate completion of records (5 items)
• Components of lesson in correct order (9 items)
• Correct timing for Three main sections of lesson
  (3 items)
• 1. Reading
• 2. Letters, Phonology and Writing
• 3. Reading

41
Quality Control (Teachers required to exhibit
26/31 competencies)

• Quality of lesson (14 items) e.g.,
• appropriate use of books and running record
• Appropriate use of phonology and linkage
• Use of 1 / 2 maximally effective teaching points
• Integration of reading and writing
• Teaching for independence

42
Mean Improvement Ratios (N 1013 Children Taught
by 540 Cumbrian Trained Staff)
43
Difference Between Reading Intervention and
Reading Recovery

• Reading with phonological awareness more
  effective than Reading Recovery (Iverson Tunmer,
  1993)
• Training for Reading Intervention takes 14-weeks
• Reading Intervention effective with secondary
  school children and children with Dyslexia and
  those with low IQ (Hatcher, 2000a)
• Empirical evidence in favour of Book grading
  (Hatcher, 2000b)
• Assessment updated

44
Reading Intervention in the Future

• Support from the DfES to help Cumbria roll-out
  Reading Intervention to other Education Services?
• Education services approach Cumbria directly
• Support from the DfES for the addition of
  structured training in phonological awareness
  within Reading Recovery (with RR not just for
  6-year-olds)

45
Reading Intervention in the Future

• Cumbria assists charity and/or private
  organisations to set-up a structure to provide
  programmes of training and provision for schools
  in their areas
• Parents are provided with training and material
  to teach their children

46
Sources of Information about Reading Intervention

• Hatcher, P.J. (2000). Sound Linkage An
  integrated programme for overcoming reading
  difficulties. London Whurr.
• Hatcher, P.J. (2005). Phonological awareness and
  reading intervention. In M. Snowling J.
  Stackhouse. Dyslexia, speech and language A
  practitioners handbook. London Whurr.
• http//www.cumbria.gov.uk/education/reading/defaul
  t.asp
• http//www.york.ac.uk/res/crl/