Preventing Reading Disabilities in Young Children: Requirements at the Classroom and School Level Dr. Joseph K. Torgesen Florida State University Florida

Preventing Reading Preventing Reading Disabilities in Young Children: Disabilities in Young Children:

Requirements at the Requirements at the Classroom and School LevelClassroom and School Level

Dr. Joseph K. TorgesenDr. Joseph K. TorgesenFlorida State UniversityFlorida State University

Florida Center for Reading ResearchFlorida Center for Reading Research

Western North Carolina LD/ADD Symposium, November, 2005Western North Carolina LD/ADD Symposium, November, 2005

A central problem in reading A central problem in reading instruction arises, not from the instruction arises, not from the absoluteabsolute level of children’s level of children’s preparation for learning to read, preparation for learning to read, but from the but from the diversitydiversity in their in their levels of preparationlevels of preparation(Olson, 1998)(Olson, 1998)

The problem of diversity in talent and The problem of diversity in talent and preparation for learning to readpreparation for learning to read

What are the most important ways What are the most important ways children are diverse-when it comes to children are diverse-when it comes to learning to read?learning to read?

1. They are diverse in their talent and their 1. They are diverse in their talent and their preparation for learning to read words preparation for learning to read words accurately and fluentlyaccurately and fluently

2. They are diverse in their oral language 2. They are diverse in their oral language knowledge and abilities-vocabulary and knowledge and abilities-vocabulary and world knowledgeworld knowledge

3. They are diverse in their abilities to manage 3. They are diverse in their abilities to manage their learning behaviors and their motivation their learning behaviors and their motivation to apply them selves to learning to readto apply them selves to learning to read

Reading is a multifaceted skill, gradually acquired over years of instruction and practice.

The Many Strands that are Woven into Skilled Reading(Scarborough, 2001)

BACKGROUND KNOWLEDGE

VOCABULARY KNOWLEDGE LANGUAGE STRUCTURES VERBAL REASONING

LITERACY KNOWLEDGE

PHON. AWARENESS

DECODING (and SPELLING) SIGHT RECOGNITION

SKILLED READING: fluent execution and coordination of word recognition and text comprehension.

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasingly

strategic

Skilled Reading- fluent coordination of

word reading and comprehension

processes

Diversity exemplified Diversity exemplified in the lives of three in the lives of three

childrenchildren

Differences in talent and Differences in talent and preparation for learning to preparation for learning to

read wordsread words

Talent and preparation for learning to read words varies enormously among young

children

100

50th

85

16th

70

2nd

130

98th

115

84th

Standard Scores

Percentile Ranks

Children can be strong in this talent-like my grandson Andrew

100

50th

85

16th

70

2nd

130

98th

115

84th

Standard Scores

Percentile Ranks

Children can be moderately weak in this talent-like David


children

David

100

50th

85

16th

70

2nd

130

98th

115

84th

Standard Scores

Percentile Ranks

Serious difficulties-probably require special interventions and a lot of extra support-like Alexis


children

Alexis….Alexis….

The challenge of diversity in talent and The challenge of diversity in talent and preparation for learning to readpreparation for learning to read

11 100100

3030 7070

Diversity in talent and Diversity in talent and preparationpreparation

Diversity of educational Diversity of educational responseresponse

3030 7070

The challenge of diversity in talent and The challenge of diversity in talent and preparation for learning to readpreparation for learning to read

11 100100

Diversity in talent and Diversity in talent and preparationpreparation

Diversity of educational Diversity of educational responseresponse

11 100100

interventions

What are the primary areas most likely to What are the primary areas most likely to need intervention to prevent reading need intervention to prevent reading difficulties?difficulties?

1. Interventions to improve phonemic 1. Interventions to improve phonemic awareness, letter knowledge, phonemic awareness, letter knowledge, phonemic decoding, and reading fluencydecoding, and reading fluency

2. Interventions to improve vocabulary, 2. Interventions to improve vocabulary, background knowledge, thinking/reasoning, background knowledge, thinking/reasoning, and active comprehension strategiesand active comprehension strategies

3. Interventions to help students become more 3. Interventions to help students become more engaged in learning and do more reading engaged in learning and do more reading with materials at the right level and within with materials at the right level and within an accountability frameworkan accountability framework

The circular relationship between skill and The circular relationship between skill and motivation in readingmotivation in reading

If we want children to learn to If we want children to learn to read wellread well, we must , we must find a way to induce them to find a way to induce them to read lotsread lots..

If we want to induce children to If we want to induce children to read lotsread lots, we must teach them to , we must teach them to read wellread well..

Marilyn Jager AdamsMarilyn Jager Adams

A moment on motivation…A moment on motivation…

Detailed studies of effective teachers document that they are Detailed studies of effective teachers document that they are powerful motivators:powerful motivators:

““Basically, we found that engaging primary-grades teachers do Basically, we found that engaging primary-grades teachers do something every minute of every hour of every school day to something every minute of every hour of every school day to motivate their students, using every conceivable motivational motivate their students, using every conceivable motivational mechanism to do so---from praising specific accomplishments mechanism to do so---from praising specific accomplishments to reminding students how well they perform when they try to to reminding students how well they perform when they try to encouraging constructive possible selves (e.g., imagining encouraging constructive possible selves (e.g., imagining themselves going to college). themselves going to college). Pressley, 2004Pressley, 2004

Detailed studies of effective teachers document that they are Detailed studies of effective teachers document that they are powerful motivators:powerful motivators:

““Less engaging teachers actually do much to Less engaging teachers actually do much to undermineundermine student motivation, including, for example, establishing a student motivation, including, for example, establishing a negative tone in the class, placing great emphasis on extrinsic negative tone in the class, placing great emphasis on extrinsic rewards, calling attention to weak performances by students, rewards, calling attention to weak performances by students, providing ineffective or unclear feedback, and fostering providing ineffective or unclear feedback, and fostering competition among students. Engaging teachers never teach competition among students. Engaging teachers never teach in ways that undermine students’ motivation. in ways that undermine students’ motivation. Pressley, 2004Pressley, 2004

A moment on motivation…A moment on motivation…

What are the What are the key ingredientskey ingredients at the at the classroom and school level needed to classroom and school level needed to prevent reading difficulties in young prevent reading difficulties in young

children?children?

1. Increase the quality, consistency, and 1. Increase the quality, consistency, and reachreach of instruction in every K-3 classroomof instruction in every K-3 classroom

2. Conduct timely and valid assessments of 2. Conduct timely and valid assessments of reading growth to identify struggling readersreading growth to identify struggling readers

3. Provide more intensive interventions to 3. Provide more intensive interventions to “catch up” the struggling readers“catch up” the struggling readers

The prevention of reading difficulties is a The prevention of reading difficulties is a school-level challengeschool-level challenge

A model for preventing reading failure in A model for preventing reading failure in grades K-3: The big Ideasgrades K-3: The big Ideas

1. Increase the quality, consistency, and 1. Increase the quality, consistency, and reachreach of instruction in every K-3 classroomof instruction in every K-3 classroom

If lots of students in the school are at risk, the If lots of students in the school are at risk, the first level of interventionfirst level of intervention is spending is spending more timemore time and and improving qualityimproving quality of initial instructionof initial instruction-everyone gets this – everyone gets this –

The The intervention continuumintervention continuum begins with differentiated begins with differentiated instruction offered by the classroom teacher during the instruction offered by the classroom teacher during the 90 minute block90 minute block

90 minute block is an 90 minute block is an interventionintervention

The The continuum of instructional powercontinuum of instructional power within the model for preventing reading within the model for preventing reading failurefailure

120 minute block is a stronger 120 minute block is a stronger interventionintervention

A common structure for the A common structure for the uninterrupted reading instructional blockuninterrupted reading instructional block

Initial, systematic, explicit instruction in Initial, systematic, explicit instruction in essential skills and knowledge – 30-60 essential skills and knowledge – 30-60 minutes minutes

Differentiated instruction in small groups Differentiated instruction in small groups targeted to the needs of individual students – targeted to the needs of individual students – 60-90 minutes60-90 minutes

To the extent time for this is increased, and To the extent time for this is increased, and instruction is more powerful, it is an “intervention instruction is more powerful, it is an “intervention for the whole group” for the whole group”

This is the beginning of intervention continuum (time This is the beginning of intervention continuum (time and focus and power) based on and focus and power) based on individualindividual student student need need

Classroom organization should be Classroom organization should be related to teaching objectivesrelated to teaching objectives

Classroom Organization: Learning Classroom Organization: Learning Centers for differentiated groupsCenters for differentiated groups

• Teacher-Led CenterTeacher-Led Center- Small group instructionSmall group instruction

• Teaching “on purpose”Teaching “on purpose”• Careful observation of individual studentsCareful observation of individual students• Addresses particular individual needsAddresses particular individual needs• Opportunities for responsive scaffoldingOpportunities for responsive scaffolding

• Student CentersStudent Centers

- Academically engaged- Academically engaged

- Accountability- Accountability

- Group, Pair, Cooperative, Individual- Group, Pair, Cooperative, Individual

Differentiated instruction in small groupsDifferentiated instruction in small groups


Points of vulnerability with this systemPoints of vulnerability with this system

Students waste time at independent learning Students waste time at independent learning centers because they are not engaged and centers because they are not engaged and centers are not focused and leveled properlycenters are not focused and leveled properly

Effective independent student learning activities…Effective independent student learning activities…




To download up to 240 independent student To download up to 240 independent student learning activities for K-1 classrooms, go tolearning activities for K-1 classrooms, go to

http://www.fcrr.org/activities/

Can also download instructions on classroom management Can also download instructions on classroom management during small group instruction, and soon, up to 70 minutes during small group instruction, and soon, up to 70 minutes of video trainingof video training

http://www.fcrr.org/activities/




Behavior management issues interfere with Behavior management issues interfere with teacher-led small group instructionteacher-led small group instruction

Small group instruction is not really differentiated Small group instruction is not really differentiated (time, frequency, focus) by student need(time, frequency, focus) by student need

Sept Dec Feb May

Screening or Progress monitoring assessment

16

32

64

48

80

96

Co

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ct w

ord

s p

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inu

te

TIER II InterventionsTIER II Interventions

Tier II is almost always given Tier II is almost always given in small groupsin small groups

TIER I

TIER III

TIER IITIER II

Tier II should always Tier II should always increase the intensity of increase the intensity of instructioninstruction

The Logic of Instructional IntensityThe Logic of Instructional Intensity

A child identified as “at risk” by DIBELS or any other A child identified as “at risk” by DIBELS or any other measure is already significantly behind.measure is already significantly behind.

To achieve grade level standards by third grade, “at To achieve grade level standards by third grade, “at risk children must acquire reading-related knowledge risk children must acquire reading-related knowledge and skill at a and skill at a fasterfaster rate than their peers who are rate than their peers who are performing at grade level.performing at grade level.

The most direct way to increase learning rate is by The most direct way to increase learning rate is by increasing the number of positive, or successful, increasing the number of positive, or successful, instructional interactions (pii) per school day. instructional interactions (pii) per school day.

What is a Positive Instructional Interaction (Pii)What is a Positive Instructional Interaction (Pii)

Teacher explains a concept clearly at the right level, Teacher explains a concept clearly at the right level, and the child is actually attending-processing the and the child is actually attending-processing the informationinformation

Teacher models a correct response and the child Teacher models a correct response and the child attends to the modelattends to the model

Teacher corrects students error in a way that Teacher corrects students error in a way that increases the chance for the student to respond increases the chance for the student to respond correctly the next timecorrectly the next time

Teacher reinforces a correct response in way that Teacher reinforces a correct response in way that increases probability child will respond correctly on increases probability child will respond correctly on future occasionsfuture occasions

The Logic of Instructional IntensityThe Logic of Instructional Intensity

Many children are already behind in vocabulary and Many children are already behind in vocabulary and print knowledge when they enter school.print knowledge when they enter school.

To achieve grade level standards by third grade, poor To achieve grade level standards by third grade, poor children acquire print related knowledge and children acquire print related knowledge and vocabulary words at a vocabulary words at a fasterfaster rate than their middle rate than their middle class peers in grades K-3class peers in grades K-3

The most direct way to increase learning rate is by The most direct way to increase learning rate is by increasing the number of positive, or successful, increasing the number of positive, or successful, instructional interactions (pii) per school day. instructional interactions (pii) per school day.

There are a variety of ways to increase the number There are a variety of ways to increase the number of positive instructional interactions per school dayof positive instructional interactions per school day

TIER II InterventionsTIER II Interventions

Tier II is almost always given Tier II is almost always given in small groupsin small groups

TIER I

TIER III

TIER IITIER II

Tier II should always Tier II should always increase the intensity of increase the intensity of instructioninstruction

Tier II must be precisely Tier II must be precisely targeted at the right level on targeted at the right level on student’s most critical student’s most critical learning needslearning needs

Tier II must increase the Tier II must increase the explicitness of instructionexplicitness of instruction

An Example of an An Example of an Effective Effective

IntervententionInterventention

Design of StudyDesign of Study

1. Most “at risk” first graders from five elementary school—1. Most “at risk” first graders from five elementary school—PPVT above 70PPVT above 70

2.Instruction provided in 45 min. sessions every day from 2.Instruction provided in 45 min. sessions every day from October through May in groups of 3 or 5 by October through May in groups of 3 or 5 by experienced teachers or well-trained paraprofessionalsexperienced teachers or well-trained paraprofessionals

3. Used a structured (scripted) reading program that 3. Used a structured (scripted) reading program that contained instruction and practice in phonemic contained instruction and practice in phonemic awareness, phonics, fluency, and comprehensionawareness, phonics, fluency, and comprehension

4. Used a number of methods to achieve fidelity of 4. Used a number of methods to achieve fidelity of implementationimplementation

3 days of initial training3 days of initial trainingWeekly supervisory visitsWeekly supervisory visits

Monthly inservice (3 hours)Monthly inservice (3 hours)

Work on phonemic awarenessWork on phonemic awareness

Acquiring solid letter-sound skillsAcquiring solid letter-sound skills

Blending sounds into wordsBlending sounds into words

Directly building sight recognition of high utility wordsDirectly building sight recognition of high utility words

Reading text…Reading text…

Comprehension-story grammar…Comprehension-story grammar…

Two types of scaffolding….Two types of scaffolding….

Programmatic Scaffolding

Oral blending skills before blending printed wordsAwareness of phonemes before learning how they are represented in print

Grapheme-phoneme knowledge before decoding

Instructional sequences organized so that students have the knowledge and skills they need to respond before they are asked to respond

Micro level within lessonsModeling of correct responsesComplete and clear explanations

Embedded in the instructional sequence

Responsive ScaffoldingResponsive Scaffolding

Teacher follows an error with a question or comment Teacher follows an error with a question or comment that directs the child to do the thinking necessary to that directs the child to do the thinking necessary to correct the response – a Piicorrect the response – a Pii

On videoOn videoTeacher notices error – stretches word “slim”Teacher notices error – stretches word “slim”

Asks question—what’s the last sound you hear in Asks question—what’s the last sound you hear in slim?slim?

Child responds -- /m/Child responds -- /m/

Teacher asks, pointing to spelling, “does that Teacher asks, pointing to spelling, “does that match?”match?”

Two types of scaffolding….Two types of scaffolding….

30

70 75th

50th

25th

October January May

Nati

on

al

Perc

en

tile

Growth in Word Reading Ability

Oct Nov Dec Jan Feb Mar Apr May

Growth in Correct Words Per Minute on First Grade Level Passages

T3 T5 P3 P5

60

55

50

45

40

35

30

25

20

15

10

58.155.952.456.6

Comprehension on SAT9 = 50th percentile

Oct Nov Dec Jan Feb Mar Apr May

Growth in Correct Words Per Minute on First Grade Level Passages for four lowest performers

60

55

50

45

40

35

30

25

20

15

10

55.7

22211715

Tier II interventions across Tier II interventions across the grade levelsthe grade levels

Kindergarten – 20 minutes, small group, push inKindergarten – 20 minutes, small group, push in

First grade – 30-45 minutes, small group, push in or First grade – 30-45 minutes, small group, push in or additional instruction outside the blockadditional instruction outside the block

One important way to enhance the power One important way to enhance the power of instruction during the 90 minute block of instruction during the 90 minute block is to have some of the small group is to have some of the small group instruction provided by another teacher instruction provided by another teacher or paraprofessionalor paraprofessional

Classroom teacher and group of 7

Independent Learning Activity (4)


Resource teacher and group of 3


Tier II interventions across Tier II interventions across the grade levelsthe grade levels

Kindergarten – 20 minutes, small group, push inKindergarten – 20 minutes, small group, push in

First grade – 30-45 minutes, small group, push in or First grade – 30-45 minutes, small group, push in or additional instruction outside the blockadditional instruction outside the block

22ndnd and 3 and 3rdrd Grade – a different core, smaller class for Grade – a different core, smaller class for 90 minutes—”walk and read”90 minutes—”walk and read”

2-3 grades –30-45 minutes , small group, push in 2-3 grades –30-45 minutes , small group, push in plus plus another 30-45 minutes outside of reading blockanother 30-45 minutes outside of reading block

oror

Four Second Grade Classes

Intervention teacher

22 22 22 22

1525 24 24

Orderly movement between classes

Possible schedule for a 90 minute Possible schedule for a 90 minute intervention class in 2intervention class in 2ndnd and 3 and 3rdrd

gradegrade2 teachers -- 30 minute 2 teachers -- 30 minute rotatonsrotatonsGroup of 5 – decoding and fluency- low, mid, Group of 5 – decoding and fluency- low, mid, hihiGroup of 5 – fluency,comp, vocab – Group of 5 – fluency,comp, vocab – low,mid,hilow,mid,hi

Group of 5 – technology-learning centerGroup of 5 – technology-learning center

Sept Dec Feb May

Screening or Progress monitoring assessment

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32

64

48

80

96

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TIER III: Intensive interventionTIER III: Intensive intervention

Tier III is intensive, Tier III is intensive, strategic, instruction strategic, instruction specifically designed specifically designed and customized small-and customized small-group or 1:1 reading group or 1:1 reading instruction that is instruction that is extended beyond the extended beyond the time allocated for Tier I time allocated for Tier I and Tier II.and Tier II.

TIER III

TIER III

What are the critical elements of What are the critical elements of effective interventions?effective interventions?

Ways that instruction must be made more powerful for students “at-risk” for reading difficulties.

More instructional time

More powerful instruction involves:

Smaller instructional groups

Clearer and more detailed explanations

More systematic instructional sequences

More extensive opportunities for guided practice

More opportunities for error correction and feedback

More precisely targeted at right level

resources

skill

After strong classroom instruction is in After strong classroom instruction is in placeplace, 8 keys to a strong prevention , 8 keys to a strong prevention system for K-3 studentssystem for K-3 students

1. Strong motivation and belief on the part of teachers and 1. Strong motivation and belief on the part of teachers and school leaders to teach school leaders to teach allall children to read children to read

We can teach even “high risk” children to We can teach even “high risk” children to readread

After strong classroom instruction is in After strong classroom instruction is in placeplace, 8 keys to a strong prevention , 8 keys to a strong prevention system for K-3 studentssystem for K-3 students

1. Strong motivation and belief the part of teachers and school 1. Strong motivation and belief the part of teachers and school leaders to teach leaders to teach allall children to read children to read

2. A reliable system for identifying students who need intensive 2. A reliable system for identifying students who need intensive interventions in order to make normal progress in learning to interventions in order to make normal progress in learning to readread

3. A reliable system for monitoring the effectiveness of 3. A reliable system for monitoring the effectiveness of interventionsinterventions

4. Regular team meetings and leadership to enforce and 4. Regular team meetings and leadership to enforce and enable the use of data to adjust interventions as needed. enable the use of data to adjust interventions as needed.

Successful schools use data Successful schools use data effectively!effectively!

Eight keys to a strong prevention system Eight keys to a strong prevention system for K-3 students (cont.)for K-3 students (cont.)

6. Enough personnel to provide the interventions with sufficient 6. Enough personnel to provide the interventions with sufficient intensity (small group size and daily, uninterrupted intensity (small group size and daily, uninterrupted intervention sessions) intervention sessions)

8. Training, support, and monitoring to insure that intervention 8. Training, support, and monitoring to insure that intervention programs are implemented with high fidelity and quality. programs are implemented with high fidelity and quality.

7. Programs and materials to guide the interventions that are 7. Programs and materials to guide the interventions that are consistent with scientifically based research in reading consistent with scientifically based research in reading

5. Regular adjustments to interventions based on student 5. Regular adjustments to interventions based on student progress. The most frequent adjustments should involve progress. The most frequent adjustments should involve group size and time (intensity), but may also involve a group size and time (intensity), but may also involve a change of teacher or program. change of teacher or program.

How to choose evidence How to choose evidence based programs to guide based programs to guide

instructioninstructionWhy choose a well-developed intervention “program” Why choose a well-developed intervention “program” to guide instruction?to guide instruction?

It acts as a scaffold for good teaching behaviorsIt acts as a scaffold for good teaching behaviors

It provides a well-organized scope and sequenceIt provides a well-organized scope and sequence

It has coordinated and aligned practice materials It has coordinated and aligned practice materials and activitiesand activities

It should help with proper pacing and movement It should help with proper pacing and movement of instructionof instruction

What kinds of programs What kinds of programs might be helpful to us?might be helpful to us?

KindergartenKindergartenPA, letter knowledge into phonicsPA, letter knowledge into phonicsVocabulary and oral languageVocabulary and oral language

First GradeFirst Grade

PA, letter knowledge, into phonicsPA, letter knowledge, into phonicsVocabulary and oral languageVocabulary and oral language

Second and Third GradeSecond and Third Grade

Phonics and fluencyPhonics and fluencyVocabulary, comprehension strategiesVocabulary, comprehension strategies

A summary: the most essential ideasA summary: the most essential ideas

Interventions Interventions mustmust increase the intensity of instruction increase the intensity of instructionMore timeMore time

Smaller groupsSmaller groups

Interventions Interventions mustmust be targeted on critical skills at the be targeted on critical skills at the right levelright level

Initial and ongoing assessmentsInitial and ongoing assessments

Interventions Interventions mustmust be coordinated at the school level be coordinated at the school levelPrincipal and coach must be involved because school Principal and coach must be involved because school resources must be used where most neededresources must be used where most needed

Interventions Interventions mustmust be skillfully delivered be skillfully delivered

At risk students require clear explanations, At risk students require clear explanations, systematic practice, and effective error correctionsystematic practice, and effective error correction

A final concluding thought….A final concluding thought….

There is no question but that “leaving no There is no question but that “leaving no child behind in reading” is going to be a child behind in reading” is going to be a significant challenge…significant challenge…

It will involve professional development for It will involve professional development for teachers, school reorganization, careful teachers, school reorganization, careful assessments, and a relentless focus on the assessments, and a relentless focus on the individual needs of every child…individual needs of every child…

But, its not the most difficult thing we could But, its not the most difficult thing we could be faced with…be faced with…

Consider this task for example…Consider this task for example…

QuestionsQuestions//DiscussionDiscussion

Documents

Preventing Reading Disabilities in Young Children: Requirements at the Classroom and School Level Dr. Joseph K. Torgesen Florida State University Florida