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Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Dr. Joseph K. Torgesen Florida State University and Florida State University and Florida Center for Reading Research Florida Center for Reading Research NCTT Seminar Series, Tarpon Springs, April, NCTT Seminar Series, Tarpon Springs, April, 2006 2006

Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

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Page 1: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

Teaching all students to read in Florida:  Issues at the school and

classroom level

Dr. Joseph K. TorgesenDr. Joseph K. TorgesenFlorida State University and Florida State University and

Florida Center for Reading ResearchFlorida Center for Reading Research

NCTT Seminar Series, Tarpon Springs, April, 2006NCTT Seminar Series, Tarpon Springs, April, 2006

Page 2: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

First ReaderFirst ReaderBy Billy CollinsBy Billy Collins

I can see them standing politely on the wide pages that I was still learning to I can see them standing politely on the wide pages that I was still learning to turn, Jane in a blue jumper, Dick with his crayon-brown hair, playing with a ball turn, Jane in a blue jumper, Dick with his crayon-brown hair, playing with a ball or exploring the cosmos of the backyard, unaware they are the first characters, or exploring the cosmos of the backyard, unaware they are the first characters, the boy and girl who begin fiction.the boy and girl who begin fiction.

Beyond the simple illustrations of their neighborhood, the other protagonists Beyond the simple illustrations of their neighborhood, the other protagonists were waiting in a huddle: frightening Heathcliff, frightened Pip, Nick Adams were waiting in a huddle: frightening Heathcliff, frightened Pip, Nick Adams carrying a fishing rod, Emma Bovary riding into Rouen.carrying a fishing rod, Emma Bovary riding into Rouen.

But I would read about the perfect boy and his sister even before I would read But I would read about the perfect boy and his sister even before I would read about Adam and Eve, garden and gate, and before I heard the name Gutenberg, about Adam and Eve, garden and gate, and before I heard the name Gutenberg, the type of their simple talk was moving into my focusing eyes.the type of their simple talk was moving into my focusing eyes.

Page 3: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

It was always Saturday and he and she were always pointing at something It was always Saturday and he and she were always pointing at something and shouting, “Look!” pointing at the dog, the bicycle, or at their father as and shouting, “Look!” pointing at the dog, the bicycle, or at their father as he pushed a hand mower over the lawn, waving at aproned mother framed he pushed a hand mower over the lawn, waving at aproned mother framed in the kitchen doorway, pointing toward the sky, pointing at each other.in the kitchen doorway, pointing toward the sky, pointing at each other.

They wanted us to look but we had looked already and seen the shaded They wanted us to look but we had looked already and seen the shaded lawn, the wagon, the postman. We had seen the dog, walked, watered and lawn, the wagon, the postman. We had seen the dog, walked, watered and fed the animal, and now it was time to discover the infinite, clicking fed the animal, and now it was time to discover the infinite, clicking permutations of the alphabet’s small and capital letters. Alphabetical permutations of the alphabet’s small and capital letters. Alphabetical ourselves in the rows of classroom desks, we were forgetting how to look, ourselves in the rows of classroom desks, we were forgetting how to look, learning how to read.learning how to read.

Page 4: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

Florida’s improvement on the 4Florida’s improvement on the 4thth grade grade NAEP since 1998NAEP since 1998

Improvements since 1998 on the NAEPImprovements since 1998 on the NAEP

198200202204206208210212214216218220

1998 2005

FloridaNation

Page 5: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

Florida’s improvement 4Florida’s improvement 4thth Grade FCAT Grade FCAT since 2001since 2001

0

10

20

30

40

50

60

70

80

Grade level Level 1

20012002200320042005

mandatory retention

Page 6: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

Percent of students at grade level or Percent of students at grade level or above from grades 3 through 10 in 2005above from grades 3 through 10 in 2005

0

10

20

30

40

50

60

70

80

3 4 5 6 7 8 9 10

67677171

6666

56565353

4444

36363232

215,000

179,000

Page 7: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

Comparison of Performance on FCAT and Comparison of Performance on FCAT and NAEP at 4NAEP at 4thth and 8 and 8thth Grades Grades

0

10

20

30

40

50

60

70

80

4th 8th

FCAT GL oraboveNAEP basic andabove

71716565

4444

6666

Page 8: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

A study of the Florida A study of the Florida Comprehensive Assessment Test Comprehensive Assessment Test (FCAT) at grades 3, 7, and 10(FCAT) at grades 3, 7, and 10

What types of reading and What types of reading and language/knowledge factors are most language/knowledge factors are most important for good performance on the FCAT important for good performance on the FCAT at grades 3, 7, and 10at grades 3, 7, and 10

What reading and language/knowledge factors What reading and language/knowledge factors are most deficient in students who perform are most deficient in students who perform below grade level on the FCAT?below grade level on the FCAT?

Page 9: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

The FCAT has some important characteristicsThe FCAT has some important characteristics

It was specifically created to place high It was specifically created to place high demands on vocabulary and demands on vocabulary and reasoning/inferential skillsreasoning/inferential skills

““FCAT demands an in-depth understanding FCAT demands an in-depth understanding and application of information that is not and application of information that is not typical of most standardized tests.” typical of most standardized tests.” ((Lessons Lessons LearnedLearned, 2002), 2002)Design specifications call for “application of Design specifications call for “application of skills in cognitively challenging situations.”skills in cognitively challenging situations.”

Proportion of questions requiring “higher Proportion of questions requiring “higher order” thinking skills increases from 30% in order” thinking skills increases from 30% in grade three to 70% in grade 10grade three to 70% in grade 10

Page 10: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

The FCAT may also place special demands on The FCAT may also place special demands on reading fluency, as opposed to “labored reading fluency, as opposed to “labored accuracy”accuracy”

Passage length at different levelsPassage length at different levels

33rdrd grade – 325 words grade – 325 words

77thth grade – 816 words grade – 816 words

1010thth grade – 1008 words grade – 1008 words

The FCAT has some important characteristicsThe FCAT has some important characteristics

Page 11: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

How the study was conducted:How the study was conducted:

Gave 2 hour battery of language, reading, Gave 2 hour battery of language, reading, nonverbal reasoning, and memory tests to nonverbal reasoning, and memory tests to approximately 200 children in each grade (3approximately 200 children in each grade (3rdrd, , 77thth, and 10, and 10th)th) at 3 locations in the state at 3 locations in the state

LanguageLanguage – – Wisc Vocab and SimilaritiesWisc Vocab and Similarities Listening comprehension with FCAT Listening comprehension with FCAT

passagepassageReadingReading– – Oral reading fluency, TOWRE, Gray Oral Oral reading fluency, TOWRE, Gray Oral Reading Test Reading Test

NV ReasoningNV Reasoning – – Wisc Matrix Reasoning, Block Wisc Matrix Reasoning, Block DesignDesign Working MemoryWorking Memory– – Listening span, Reading SpanListening span, Reading Span

Page 12: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

Individually

10

20

30

40

FluencyVerbal

Per

cent

of

varia

nce

acco

unte

d fo

rP

erce

nt o

f va

rianc

e ac

coun

ted

for

50

55

47

60

23

Non Verbal Memory

12

3rd Grade

Page 13: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

What skills are particularly deficient in What skills are particularly deficient in level 1 and level 2 readers in 3level 1 and level 2 readers in 3rdrd grade? grade?

FCAT Performance LevelFCAT Performance Level

11 22 33 44 55

Skill/abilitySkill/ability

WPM on FCATWPM on FCAT

Fluency percentileFluency percentile

Phonemic decodingPhonemic decoding

Verbal knowledge/ Verbal knowledge/ reasoningreasoning

5454 9292 102102 119119 148148

66thth 3232thth 56 56thth 7878thth 93 93rdrd

2525thth 4545thth 59 59thth 7474thth 91 91stst

4242ndnd 5959thth 72 72ndnd 9191stst 98 98thth

Page 14: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

Individually

10

20

30

40

FluencyVerbal

Per

cent

of

varia

nce

acco

unte

d fo

rP

erce

nt o

f va

rianc

e ac

coun

ted

for

50

60Non Verbal

Memory

43

51

22

5

7th Grade

Page 15: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

What skills are particularly deficient in What skills are particularly deficient in level 1 and level 2 readers at 7level 1 and level 2 readers at 7thth grade? grade?

FCAT Performance LevelFCAT Performance Level

11 22 33 44 55

Skill/abilitySkill/ability

WPM on FCATWPM on FCAT

Fluency percentileFluency percentile

Phonemic decodingPhonemic decoding

Verbal knowledge/ Verbal knowledge/ reasoningreasoning

8888 113113 122122 144144 156156

77thth 2525thth 45 45thth 8282thth 95 95thth

2727thth 5353rdrd 53 53rdrd 7474thth 84 84thth

3434thth 4545thth 64 64thth 8888thth 93 93rdrd

Page 16: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

Individually

10

20

30

40

FluencyVerbal

Per

cent

of

varia

nce

acco

unte

d fo

rP

erce

nt o

f va

rianc

e ac

coun

ted

for

50

60Non Verbal

Memory

32

52

28

5

10th Grade

Page 17: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

What skills are particularly deficient in level 1 and level 2 readers at 10th grade?

FCAT Performance Level

1 2 3 4 5

Skill/ability

Fluency percentile

Phonemic decoding

Verbal knowledge/ reasoning

8th 30th 68th 87th 93rd

18th 27th 45th 56th 72nd

30th 60th 66th 84th 89th

WPM on FCAT 130 154 175 184 199

Page 18: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

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)

Our challenges in reading instruction are Our challenges in reading instruction are the same in Florida as most other places in the same in Florida as most other places in the country—perhaps a bit more than somethe country—perhaps a bit more than some

Page 19: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

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

Page 20: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

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

The language abilities required for learning to read words are normally distributed in the

population

Page 21: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for
Page 22: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

100

50th

85

16th

70

2nd

130

98th

115

84th

Standard Scores

Percentile Ranks

Children can be moderately weak in this talent-like David

The language abilities required for learning to read words are normally distributed in the

population

Page 23: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

David

Page 24: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

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

Page 25: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

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

Page 26: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

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 and differentiated instruction in the classroom

Page 27: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

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?

Page 28: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

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

Page 29: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

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 instruction- of 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

Page 30: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

A common structure for the total time A common structure for the total time spent teaching reading spent teaching reading

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

Page 31: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

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

Page 32: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

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

Page 33: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

Differentiated instruction in small groupsDifferentiated instruction in small groups

Page 34: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

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

Page 35: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

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

Page 36: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

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

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

Page 37: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

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 increase the intensityintensity of of instructioninstruction

Page 38: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

The Logic of Instructional IntensityThe Logic of Instructional Intensity

If a child performs below grade level targets on a If a child performs below grade level targets on a screening or progress monitoring measure, they are screening or progress monitoring measure, they are already substantially behind in required already substantially behind in required development.development.

To achieve the grade level standard by the end of the To achieve the grade level standard by the end of the year, these students must learn critical skills year, these students must learn critical skills fasterfaster than their grade level classmatesthan their grade level classmates

Page 39: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

Sept Dec Feb May

Screening or Progress monitoring assessment in 2nd Grade

16

32

64

48

80

96

Co

rre

ct w

ord

s p

er m

inu

te

Expected Progress

Page 40: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

Sept Dec Feb May

Screening or Progress monitoring assessment

16

32

64

48

80

96

Co

rre

ct w

ord

s p

er m

inu

te

Expected Progress

Page 41: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

The Logic of Instructional IntensityThe Logic of Instructional Intensity

If a child performs below grade level targets on a If a child performs below grade level targets on a screening or progress monitoring measure, they are screening or progress monitoring measure, they are already substantially behind in required already substantially behind in required development.development.

To achieve the grade level standard by the end of the To achieve the grade level standard by the end of the year, these students must learn critical skills year, these students must learn critical skills fasterfaster than their grade level classmatesthan their grade level classmates

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.

Page 42: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

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

Page 43: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

The Goal of Increased Instructional IntensityThe Goal of Increased Instructional Intensity

““School based preventive School based preventive efforts should be engineered efforts should be engineered to maintain growth in to maintain growth in critical word reading skills at critical word reading skills at roughly normal levels roughly normal levels throughout the elementary throughout the elementary school period”school period”(Torgesen, 1998)(Torgesen, 1998)

Page 44: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

There are serious consequences that follow from getting a slow start in learning to read….

Poor readers get less reading practice from the beginning of first grade

90

80

70

60

50

40

30

20

10

Good Average Poor

October January April

Mean words read by each child in reading sessions at three points in the year

Biemiller, 1977-78

Page 45: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

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

Page 46: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

Explicit Instruction

• Nothing is left to chance; all skills are taught directly..

• Student practice activities are carefully guided with “instructive” error correction

• Practice activities are carefully engineered to produce mastery

• Development of critical skills is carefully monitored-instruction is focused on mastery.

Page 47: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

An Example of an An Example of an Effective Effective

IntervententionInterventention

Page 48: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

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)

Page 49: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

Work on phonemic awarenessWork on phonemic awareness

Page 50: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

Blending sounds into wordsBlending sounds into words

Page 51: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

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

Page 52: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

Reading text…Reading text…

Page 53: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

Comprehension-story grammar…Comprehension-story grammar…

Page 54: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

30

70 75th

50th

25th

October January May

Nati

on

al

Perc

en

tile

Growth in Word Reading Ability

Page 55: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

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

Page 56: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

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

Page 57: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

One important way toOne important way to enhance the enhance the power of instruction during the 90 minute power of instruction during the 90 minute block is to have some of the small group block 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 (5)

Independent Learning Activity (6)

Resource teacher and group of 4

Page 58: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

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 – an “intervention” core, smaller Grade – an “intervention” core, smaller class for 90 minutes—”walk and read”class for 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

Page 59: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

Four Second Grade Classes

Page 60: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

Intervention teacher

22 22 22 22

1525 24 24

Orderly movement between classes

Page 61: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

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

Page 62: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

Sept Dec Feb May

Screening or Progress monitoring assessment

16

32

64

48

80

96

Co

rre

ct w

ord

s p

er m

inu

te

Expected Progress

Page 63: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

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

Page 64: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

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

More precisely targeted at right level

Page 65: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

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

Page 66: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

Another resource for teachers and Another resource for teachers and schools to improve differentiated schools to improve differentiated instruction and interventions:instruction and interventions:

To find objective, teacher-written reviews of To find objective, teacher-written reviews of commercially available intervention programs and commercially available intervention programs and materials, go to: materials, go to: http://www.fcrr.org/FCRRReports/

About 70 supplemental/intervention program reviews About 70 supplemental/intervention program reviews are availableare available

Page 67: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

What about interventions for older students?What about interventions for older students?

1. We have many students with reading disabilities 1. We have many students with reading disabilities in late elementary, middle and high school right in late elementary, middle and high school right now, who did not receive the benefit of powerful now, who did not receive the benefit of powerful preventive instruction and continue to struggle with preventive instruction and continue to struggle with basic skills…basic skills…

2. Many students with reading disabilities need 2. Many students with reading disabilities need continued support for the development of more continued support for the development of more advanced reading skills as they encounter advanced reading skills as they encounter increasingly complex text in middle and high increasingly complex text in middle and high school ….school ….

There are really two problems to address…There are really two problems to address…

Page 68: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

A comprehensive model for reading A comprehensive model for reading instruction in late elementary, instruction in late elementary,

middle, and high schoolmiddle, and high school

1. Intensive Reading Classes for struggling readers– 1. Intensive Reading Classes for struggling readers– taught by reading specialiststaught by reading specialists

2. More effective instruction in content knowledge 2. More effective instruction in content knowledge and understanding-made accessible for weaker and understanding-made accessible for weaker readersreaders3. Content teachers provide instruction that 3. Content teachers provide instruction that helps students improve their skills in how to helps students improve their skills in how to learn from reading –learn from reading –reading strategiesreading strategies

4. Ongoing formative assessments as well as 4. Ongoing formative assessments as well as end of year outcome assessmentsend of year outcome assessments

http://smarttogether.org/clc/index.htmlhttp://smarttogether.org/clc/index.html

Page 69: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

What is currently known about What is currently known about the effects of intensive remedial the effects of intensive remedial interventions for older students interventions for older students with with seriousserious reading difficulties reading difficulties

Page 70: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

Change in Reading Skill for Children with Reading Disabilities who Experience Growth in Reading of .04 Standard

Deviations a Year

0

20

40

60

80

100

120

Grade Level

Sta

nd

ard

Sco

re i

n

Rea

din

g AverageReadersDisabledReaders

70 71.8

Hanushek, Cain, & Rivkin, 1998

Page 71: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

A study of intensive, highly skilled intervention with A study of intensive, highly skilled intervention with 60 children who had severe reading disabilities60 children who had severe reading disabilities

Children were between 8 and 10 years of ageChildren were between 8 and 10 years of age

Had been receiving special education services for an average of Had been receiving special education services for an average of 16 months16 monthsNominated as worst readers: at least 1.5 S.D’s below grade levelNominated as worst readers: at least 1.5 S.D’s below grade level

Average Word Attack=69, Word Identification=69, Verbal IQ=93Average Word Attack=69, Word Identification=69, Verbal IQ=93

Randomly assigned to two instructional conditions that both Randomly assigned to two instructional conditions that both taught “phonics” explicitly, but used different procedures with taught “phonics” explicitly, but used different procedures with different emphasisdifferent emphasisChildren in both conditions received 67.5 hours of one-on-one Children in both conditions received 67.5 hours of one-on-one instruction, 2 hours a day for 8 weeksinstruction, 2 hours a day for 8 weeks

Children were followed for two years after the intervention was Children were followed for two years after the intervention was completedcompleted

Page 72: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

Time x Activity Analyses for the Two Intervention Approaches

Phonemic Awareness andPhonemic Decoding

Sight Word Instruction

Reading or writing connected text

LIPS EP

5% 50%

10% 30%

85% 20%

Torgesen, J.K., Alexander, A. W., Wagner, R.K., Rashotte, C.A., Voeller, K., Conway, T. & Rose, E. (2001). Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches. Journal of Learning Disabilities, 34, 33-58.

Page 73: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

Interval in Months Between Measurements

P-Pretest Pre Post 1 year 2 year

75

80

85

90

95

LIPS

EP

Growth in Total Reading Skill Before, During, and Following Intensive Intervention

Sta

ndar

d S

core

Page 74: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

Growth in phonemic decoding during intervention & follow-up

60

70

80

100

Pretest posttest 1 year 2 years

Sta

nd

ard

S

core

90

LIPS

EP

Page 75: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

Growth in text reading accuracy during intervention & follow-up

60

70

80

100

Pretest posttest 1 year 2 years

Sta

nd

ard

S

core

90LIPS

EP

Page 76: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

Growth in comprehension during intervention & follow-up

60

70

80

100

Pretest posttest 1 year 2 years

Sta

nd

ard

S

core

90

LIPSEP

Page 77: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

Growth in fluency during intervention & follow-up

60

70

80

100

Pretest posttest 1 year 2 years

Sta

nd

ard

S

core

90

LIPSEP

Page 78: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

Oral Reading Fluency was much improved on passages for which level of difficulty remained constantAbsolute change in rate from pretest to 2-year follow-up.Most difficult passage

Prestest -- 38 WPM, 10 errors

Posttest -- 101 WMP, 2 errors

Next most difficult passage

Pretest -- 42 WPM, 6 errors

Posttest -- 104 WPM, 1 error

Page 79: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

Disparity in outcomes for rate vs. accuracy in five remediation studies

70

80

90

100

Sta

nd

ard

Sco

r e

2nd 2nd 10th 10th Prev. 1 Prev.2

Accuracy

Rate

Beginning level of Word Identification Skill

Page 80: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

The challenge of fluent The challenge of fluent reading at grade level:reading at grade level:

It depends critically on being able to It depends critically on being able to recognize most of the words in the passage recognize most of the words in the passage at a single glanceat a single glance

In other words…In other words…

To read grade level passages fluently, a To read grade level passages fluently, a student must be able to recognize most of student must be able to recognize most of the words “by sight”the words “by sight”

Page 81: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

These are iNTirEStinG and cHallinGinG times for anyone whose pRoFEshuNle responsibilities are rEelaTed in any way to liTiRucY outcomes among school children. For, in spite of all our new NaWLEGe about reading and reading iNstRukshun, there is a wide-spread concern that public EdgUkAshuN is not as eFfEktIve as it shood be in tEecHiNg all children to read.

Page 82: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

The report of the National Research Council pointed out that these concerns about literacy derive not from declining levels of literacy in our schools but rather from recognition that the demands for high levels of literacy are rapidly accelerating in our society.

Page 83: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

Projected growth in “sight vocabulary” of normal readers and struggling readers before and after

remediation

Normal

InterventionSiz

e o

f “s

igh

t voca

bu

lary

Grade in School

1 2 3 4 5 6 7

Poor

2nd Year follow-up

Page 84: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

Alexis….Alexis….

Page 85: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

Conclusions about Conclusions about interventions with older interventions with older students:students:We know how to do much better in We know how to do much better in remediating reading difficulties in older remediating reading difficulties in older students than we are frequently doing in our students than we are frequently doing in our schools.schools.

However, we do not yet have research However, we do not yet have research demonstrations of all the conditions that demonstrations of all the conditions that need to be in place to completely close the need to be in place to completely close the reading gap for older students after they reading gap for older students after they have struggled in reading for several years.have struggled in reading for several years.

Page 86: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

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

There is no question but that providing the There is no question but that providing the right kind of interventions for students who right kind of interventions for students who need them is a very difficult challenge…need them is a very difficult 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…

Page 87: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

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

Page 88: Teaching all students to read in Florida: Issues at the school and classroom level Dr. Joseph K. Torgesen Florida State University and Florida Center for

Thank YouThank You

www.fcrr.org

Science of Reading Section