TOT Interventions for Struggling Adol Readers1

8/9/2019 TOT Interventions for Struggling Adol Readers1

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Effective Instruction for

Adolescent Struggling Readers

Professional Development Module

Training of Trainers (TOT)

Christy S. Murray, Jade Wexler, Sharon Vaughn,

Greg Roberts, Kathryn Klingler Tackett

The University of Texas at Austin

Marcia Kosanovich

Florida State University


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The Center on Instruction is operated by RMC Research Corporationin partnership with the Florida Center for Reading Research at Florida State

University; RG Research Group; The Texas Institute for Measurement,Evaluation, and Statistics at the University of Houston; and

the Meadows Center for Preventing Educational Risk at The University of Texas at Austin.

The contents of this PowerPoint presentation were developed under cooperative agreement S283B050034with the U.S. Department of Education. However, these contents do not necessarily

represent the policy of the Department of Education, and one should notassume endorsement by the federal government.

2008

The Center on Instruction requests that no changes be made to the content or appearance of this product.

To download a copy of this document, visit www.centeroninstruction.org.


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Objectives of the TOT

Enhance your understanding of selected research-

based instructional practices associated with positive

effects for adolescent struggling readers.

Teach you how to:

Enhance others understanding of these research-based

practices;

Teach others to implement these research-based practices.


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TOT Presentation

This presentation contains all the slides from the PDModule.

Slides in teal color are inserted specifically for this TOTpresentation and do not appear in the general PDModule.

A few additional TOT NOTE comment boxes appear

throughout to provide the TOT participant withadditional information.

Feel free to use this TOT presentation with otherfacilitators who need to be trained.


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Your TOT Materials

Binder should include: TOT slides from this presentation (3 per page)

Color-coded handouts to use today for practice Master Copies of:

PD Module slides and speaker notes (full pages)

PD Module Facilitators Guide

Practice Brief

Meta-Analysis

CD containing electronic copies of all documents andpresentations


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Facilitator Qualifications

Facilitator should be someone:

with strong knowledge of reading in the upper

grades;

with experience with providing effective instruction

to adolescents with reading difficulties;

who has the ability to communicate effectively withpeers.


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Delivery Options

One-Day Format

Morning Afternoon

Introduction--30

minutes

Reading

Comprehension--90

minutes

Word Study--60

minutes

Motivation--20

minutes

Fluency--60 minutes Putting It AllTogether--15 minutes

Vocabulary--45

minutes

Two-Day Format

Morning Afternoon

Introduction--45

minutes

Brief Review of Day 1--

30 minutes

Word Study--90

minutes

Reading

Comprehension--2

hours

Fluency--90 minutes Motivation--45 minutes

Vocabulary--75 minutes Putting It All Together--

30 minutes


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Customizing the PD Module

This PD Module can be used with a wide range

of professionals and therefore may be tailored

to participants needs and interests.

Following are some recommendations for

training.

Note: Final decisions for customizing this training are left to the

discretion of the facilitator.

For more detailed information, see Customizing the Professional Development

Module.


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State, District Staff & Other TA ProvidersRecommendations for PD

Train participants in two chunks

1. Ensure that participants have a strong

understanding of effective, research-based

reading strategies; do not focus on any TOT

strategies initially.

2. Teach participants how to disseminate this

information by identifying facilitators and

developing TOT strategies.


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State and District Staff ParticipantsDuring Initial Training

Provide participants with a copy of the meta-analysis before thetraining: state and district staff may have high interest in theresearch base behind the selected strategies.

Devote time to discussing the findings from the meta-analysis(e.g., effect sizes) for each section of the PD and the highlightedresearch studies in the Word Study and Comprehensionsections. (See also the new Professional Development ModuleReference Guide.)

Spend less time modeling strategies or incorporatinginstructional examples into the training and more timediscussing how the research findings translate broadly andwhich effective instructional strategies should be incorporatedinto classrooms.


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State and District Staff ParticipantsAfter the Initial Training

Discuss capacity building:

Developing or improving secondary literacy

initiatives, ways to disseminate the PD Module

Assist state and district staff in identifying

appropriate facilitators

Provide a TOT session to identified facilitators


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Secondary Reading Teacher ParticipantsRecommendations for PD

Use entire PD Module in the pre-established

order

Discuss research findings broadly

Focus on delivering recommended effective

practices

Provide a copy of the COIs practice brief on

adolescent literacy


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Secondary Content-Area Teacher

Participants

Recommendations for PD

Rearrange the order of the modules

Ex: Present Vocabulary or Comprehension first

Discuss research findings broadly

Focus on delivering recommended effective practices

Build in more time for modeling strategies and examples,

including samples of expository text

Provide a copy of the COIs practice brief on

adolescent literacy


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Logistics: Preparing for PD

Determine number of participants

Secure a location

Position tables conveniently

Use two tables at front of the room

Load PPT onto computer

Set up and check all equipment

Check sound quality


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Necessary Equipment

Laptop

LCD projector

Overhead projector

Large screen

Microphone(s)

Speakers


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Materials

Electronic copy of PPT

Copy of the speakers notes (for Facilitator only)

Laser pointer

Timer

Sticky notes, pens, etc. at each table

Name badges

Name tents

Copies of slides and handouts

Transparencies of some handouts

Index cards, pre-made flashcards

Copies of the MA and Practice Brief (optional)


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SpeakerNotes

Speaker notes are lengthy and very thorough toprovide necessary information and background

to less knowledgeable Facilitators. Once comfortable with content, Facilitators DO

NOT have to read from the script.

Make sure to convey the most important ideasaccurately and answer participants questions.


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Pattern

What is .?

Definition of component

Findings and implications from the meta-analysis Successful readers vs. struggling readers

Reasons for difficulties

Instructional strategies (with examples and activities)

Highlighted studies from the meta-analysis (WordStudy and Comprehension only)

Implications for the classroom

Conclusions


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Explicit Instruction

Throughout the PD Module, explicit instruction of

strategies is a recommended practice.

Model.

Provide guided practice.

Provide supported, independent practice.

Provide immediate feedback to students.


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How Does this PD Module Relate to

OtherCOI Materials?

PD Module is aligned with the followingdocuments:

Interventions for Adolescent Struggling Readers: AMeta-Analysis with Implications for Practice

Practice Brief

All Reading Strand documents on adolescent

literacy

Participants may find it help to study these

additional documents, but it is not mandatory.


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Content

The PD Module contains these sections:

Introduction

Word Study Fluency

Vocabulary

Comprehension

Motivation

Putting It All Together


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Introduction

The first section of the PD Module introducesthe topic of struggling adolescent readers

Time: 30 minutes (one-day format) or 45minutes (two-day format)

Materials Needed:

PowerPoint Copies of slides for participants

Meta-analysis and/or Practice Brief (optional)


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Adolescent Literacy:

Research and Practice

One in three fourth-graders is

reading below a basic level.

Only 31 percent of eighth-

graders are proficient readers.

(Lee, Grigg, & Donahue, 2007)


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Essential Components of ReadingElementary Level vs. Secondary Level

Component Elementary Secondary

Phonemic Awareness3

Word Study3 3

(Advanced)

Fluency3 3

Vocabulary

3 3Comprehension

3 3Motivation

3 3


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Objectives

Enhance your understanding of selected research-based

instructional practices associated with positive effects for

adolescent struggling readers.

Learn how to implement these research-based practices.

NOTE: Assessment and its influence on instruction will not be a focus of this

presentation.

TOT NOTE:

The Reading Strands Assessmentdocument will nicely complement thisPD Module!


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(Scammacca, Roberts, Vaughn, Edmonds, Wexler, Reutebuch, & Torgesen, 2007)

Reading Interventions forAdolescent Struggling Readers:

A Meta-analysis With Implications for Practice

1. Overall, how effective are the reading interventions for

adolescent struggling readers that have been examined in

research studies?

2. What is the specific impact of these reading interventions on

measures of reading comprehension?

3. What is the specific impact of these reading interventions on

students with learning disabilities?

Available for download: www.centeroninstruction.org.


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Scientific Rigor ofHighlighted Studies

All highlighted studies used

random assignment

and

standardized measures.


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General Findings of the Meta-Analysis

Various levels of intervention effectiveness:

Students with LD vs. students without LD;

Researcher-implemented vs. teacher-implemented; and

Students at the middle school level vs. students at the high

school level.


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Highlighted Studies: Caveat

The instructional practices used in the studies we

selected represent some of the practices associated

with improved outcomes for students in grades 412.

The scope of this presentation does not allow us to

present all studies and referenced practices from the

meta-analysis.


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Essential Components of

Reading for Adolescents

Word Study

Fluency

Vocabulary

Comprehension

Motivation


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Word Study

Includes instruction in two instructional practices, a highlightedstudy from the MA, and a participant activity

Time: 60 minutes (one-day format) or 90 minutes (two-day

format) Materials:

PowerPoint

Copies of slides for participants

Copies of Handout 1

Blank index cards Portfolio flashcard (pre-made by Facilitator)


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What is Word Study?

What do I do when my students with reading disabilities and

difficulties cannot read grade-level words accurately?


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Word Study

Practices that improve word-level reading

Research indicates that

Older students in need can benefit from word studyinstruction (Edmonds et al., in press; Scammacca et al., 2007).


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COI Meta-analysis

FINDING

Interventions focused on

word studyhad a

moderate overall effect.

IMPLICATION

For older students struggling

at the word level, specific

word study intervention is

associated with improved

reading outcomes.


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Word Study

Successful Readers Struggling Readers

Read multisyllabic words and use strategies to

figure out unknown words.

Often read single-syllable words effortlessly but

have difficulty decoding longer, multisyllabic

words.Make connections between letter patterns and

sounds and use this understanding to read

words.

May lackknowledge of the ways in which sounds

map to print.

Break words into syllables during reading. Have difficulty breaking words into syllable parts.

Use word analysis strategies to break difficult or

long words into meaningful parts such as

inflectional endings, prefixes, suffixes, and roots.

Often do not use word analysis strategies to

break words into parts.

(Bhattacharya & Ehri, 2004; Nagy, Berninger, & Abbott, 2006; Boardman et al., 2008)


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Reasons for Word Study Difficulties

Students might not have been effectively taught how to

decode in the earlier grades.

Students might not have been given adequate

opportunities for practice.

Students may struggle to understand letter-sound

correspondences or the rules of the Englishlanguage.


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Strategies for Teaching Word Study

Following are examples of two types

of word study practices that can beused with older readers.

TOT NOTE:The following slides describe two different instructional practices, labeled InstructionalPractice #1 and Instructional Practice #2. The numbers associated with these practiceshave no bearing on the importance of the practice.


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Word Study:

Instructional Practice #1

Instruction in orthographic processing, or theability to recognize letter patterns in words and

theircorresponding sound units.

Instructional focus: Variousadvanced

word

study

components

such

as

syllabletypesandblending

multisyllabic words.


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Instructional Practice #1: Example

Mumble = mum ble

Locate = lo cate

Invalid = in val id


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Instructional Practice #1:

How do I Teach it?

Teach students to identify and break words intosyllable types.

Teach students when and how to read multisyllabicwords by blending the parts.

Teach students to recognize irregular words that donot follow predictable patterns.

Teach students to apply these practices to academicwords (e.g., tangent, democracy, precision).


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Syllable Types and Examples

Closed (e.g., cat) short vowel

Open (e.g., no) long vowel

Vowel-consonant-e (e.g., like): e makes vowellong

Consonant-le (e.g., mumble)

R-controlled (e.g., ar, or, er, ir, ur) Double vowel (e.g., team)


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Word Study:

Instructional Practice #2

Expose students to information and strategies that willhelp students gain access to the meaning of words and

make the connection between decoding andcomprehension.

Instructional focus: Prefixes,suffixes,inflectionalendings,root words,

andbase words.


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Instructional Practice #2: Example

Transplanted =

trans (across) + plant (base word)

+ ed (happened in the past)

Useless = use (base word) + less (without; not)

Careful = care (base word) + ful (full of)


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How Do I Teach It?

Teach students the meanings ofcommon prefixes,suffixes, inflectional endings, and roots.

Provide instruction in how and when to usestructural analysis to decode unknown words.


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Highlighted Study:

Bhattacharya & Ehri (2004)

Participants

60 struggling readers (non-LD),

grades 6 through 9

Receivedoneoftwointerventions

provided by a researcher for

four sessions totaling 110 minutes.

Whole

Word

Reading

n = 20

Syllable

Chunking

n = 20

Received

currentschool

instruction.

(Comparison Group)

n = 20


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Students were taught to:

1. Orally divide multisyllabic words into syllables;

2. State the number of syllables;

3. Match syllables to their spelling; and

4. Blend the syllables to say the whole word.

Syllable Chunking Intervention


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Five Steps

in Syllable Chunking Intervention

Students read the word aloud.

If incorrect, they were told the word and repeated it.

Students explained the words meaning.

If incorrect, they were provided corrective feedback.

Students orally divided the words pronunciation intoits syllables or beats by raising a finger as each beat

was pronounced and then stated the number of beats.

If incorrect, the experimenter modeled the correct response.

(e.g., fin ish = two beats)


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Five Steps in Syllable Chunking

Intervention (continued)

Students matched the pronounced form of each beat

to its spelling by exposing that part of the spelling

as it was pronounced, while covering the other letters.(Different ways of dividing words into syllables were accepted.)

If incorrect, the experimenter modeled and explained the

correct segmentation and students copied the response.

Students blended the syllables to say the whole word.



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Learning Trials

Words were presented on indexcards one at a time over four

learning trials in random orders.

Trial 1: Perform all five steps.

Trials 24: Perform all steps except step 2.

Readandanalyzed 25 wordsoneachofthe 4 days.


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Students practiced reading multisyllabicwords with no applied strategy.

Whole Word Reading Intervention


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Three Steps in


Students read the word aloud.


Students explained the words meaning.

If incorrect, they were told the meaning.

Students read the word again by looking at the print.



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Learning Trials

Readandanalyzed 25 wordsoneachofthe 4 days.

Trial 1: Perform all three steps.

Trials 24: Perform all steps except step 2.

Trials 56: Read words as quickly aspossible and record time.

Words were presented on indexcards one at atime over six learning trials in random orders.


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Highlighted Study:

Bhattacharya & Ehri (2004)

Participants

60 struggling readers (non-LD),

grades 6 through 9

Receivedoneoftwointerventions

provided by a researcher for

four sessions totaling 110 minutes.

WholeWord

Reading

n = 20

Syllable

Chunking

n = 20

Received

currentschool

instruction.

(Comparison Group)

n = 20


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Current School Practice

(Comparison Condition)

Students received the schools

typical reading instruction.


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Which Strategy do You Think

was Most Effective? Why?

Study Findings

Syllable training enhanced readers decoding ability on transfertasks.

Syllable training enhanced readers ability to retain spellings ofwords in memory.

Whole word training was not found to help struggling readers onany of the decoding or spelling transfer tasks.


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Implications for the Classroom

There is value

in teaching

adolescentstruggling readers

to read

multisyllabic words

by matching

syllables to

pronunciations.

Instruction inword study for the

weakest readers is

needed as well as

comprehension

strategy instruction.

Authors note

that t

he interventioncould be enhanced

by also teaching

students information

about root words

and affixes,syllable types, etc.


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Participant Activity

You are teaching a sixth-grade reading class,

and several of your students are havingdifficulty reading words.

You decide to try a syllable chunking

strategy with these students.


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Instruction

Compensate

Dictionary

Federal

Syllable Chunking Strategy


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Conclusions About

Word Study Instruction

For adolescent readers who struggle at the word level,instruction in word study skills can improve wordidentification skills.

There are a variety of instructional methods for thispurpose, but most involve teaching students todecode words by recognizing syllables types or byanalyzing parts of words.


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Fluency

Discusses the difference between Wide Reading and

Repeated Reading, implementation of PartnerReading,

and several instructional scenarios for participants. Time: 60 minutes (one-day format) or 90 minutes (two-

day format)

Materials:

PowerPoint


Handouts 2 , 3, & 4


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What is Fluency?

What do I do when my students with reading disabilities

and difficulties cannot read words with automaticity?


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FluencyThe ability to read text with speed,

accuracy, and prosody (expression)

Research indicates that

Word study and comprehension are related to fluency(Shinn & Good, 1992).

Fluency does not cause comprehension, but is onenecessarycomponent of successful reading (Rasinski et al.,2005).

TOT NOTE:

This section on fluency contains noteworthy recommendations for instructionbased on the latest research. It will be helpful for Facilitators to become

familiar with the findings in the COIs meta-analysis and therecommendations in the COIs practice brief.


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COI Meta-analysis

FINDING

More research on

fluency is neededwith older students.

IMPLICATION

Fluency practices

associated withimproved outcomeswithyounger studentsmay apply to olderstudents struggling

with fluency.

TOT Note: What does it mean when an effect size is not

reliably different from zero? It means that based on very

limited research, we are not able to confirm with older

students the positive effects of fluency interventions that

we have found with younger students. There are several

reasons why this may be the case:

1) The current research is inadequate.

2) The fluency interventions used in the studies were not

adequately intensive to be associated with a positive effect.

3) Effective fluency interventions for older students have

not been identified and tested.

Itdoes NOT meanthatolderstudentsshouldreceive

ZERO fluencyinterventionsiftheyhavea fluencydeficit.


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Fluency


Read 100160 words per minute (at the middle

school level), depending on the nature and

difficulty of the text.

Read slowly and laboriously.

Decode words accurately and automatically. Maycontinue to struggle with decoding or

may decode correctly but slowly.

Group words into meaningful chunks and

phrases.

May not pause at punctuation or recognize

phrases.

Read with expression. Often lack voice or articulation of emotionwhile reading.

Combine multiple tasks while reading (e.g.,

decoding, phrasing, understanding, and

interpreting).

May lack proficiency in individual skills,

resulting in dysfluent reading and limit

comprehension.

(Boardman et al., 2008)


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Reasons forFluency Difficulties

Students are focusing too muchcognitive effort ondecoding the text.

Students are not cognizant of punctuations role inreading.

Students have a weak sight word vocabulary.

Students have had limited exposure, instruction, andpractice with reading text fluently or at all.

Students are unfamiliar with the meaning of words intext.


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Fluency: Differing Instructional Needs

Adolescents whose oral reading rate on grade-leveltext is:

Below 70 wcpm* need more practice with word

recognition in addition to fluency practice;

Between 70 and 120 wcpm* may benefit from regularfluency instruction; and

Greater than 120 wcpm* may benefit more fromincreased vocabulary and comprehensioninstruction rather than increased fluency instruction.

* Ranges are approximations.

TOT NOTE:

These ranges are recommendations from COIand illustrate the fact that not every studentneeds the same amount or type of fluencyinstruction.


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What are

Repeated Reading and Wide Reading?

Wide Reading

Reading many differenttypes of text

Repeated Reading

Reading and listening to thesame passage several times


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Rationale for Repeated Reading at the

Secondary Level

Repeated reading may be appropriate when providingstudents with practice on a targeted list of words.

Students will have multiple exposures to words that may buildtheir sight vocabulary and automaticity.

Repeated reading interventions have been shown to havepositive outcomes for students with reading difficulties in theyounger grades (Chard,Vaughn, & Tyler, 2002). Therefore, repeated

reading interventions may have a similar effect for students inthe secondary grades at an early reading level. (Please notethat more research in this area is needed).


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Challenges Associated

With Repeated Reading

Repeated Reading Increases in speed generally fail to transfer to other texts unless

there is word overlap (Rashotte & Torgesen, 1985).

May not be more effective than wide reading for increasingreading speed (Homan, Klesius, & Hite, 1993).

Limits students exposure to content, vocabulary, and differenttext types.


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Rationale for Wide Reading at the

Secondary Level

Wide Reading

Students are exposed to a variety of text structures and

vocabulary (whichcoincides with the expectations of reading awide variety of text in the upper grades).

Students are exposed to more content (when compared to

repeated reading), which may increase word/background

knowledge. Background knowledge can have a positive impact

on comprehension (Hansen & Pearson, 1983).

There is less likelihood that students will see the same words

over and over again across a variety of texts.


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Wide Reading vs. Repeated Reading

Which is More Effective?

More research is needed in the area of fluency

instruction for older students.

Recommendation:

Use a combination of repeated reading and wide reading.

Repeated reading provides opportunities for students to

improve and automate their sight vocabulary. Wide reading exposes students to new and different content,

vocabulary, and text types.


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Combine with word learning.

Select passages that include targeted vocabulary and/orpassages at the students independent level.

Monitor progress and provide feedback to students.

Support reading with modeling and feedback from teacher orpeers.

Involve students in progress monitoring of fluency goals.

As students improve, increase passage difficulty.

Repeated Reading

Considerations for Use


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Wide Reading


Select passages at the students independent or instructionalreading level.

Practice fluency with successive passages but do not reread the

same passage repeatedly. Monitor progress and provide frequent feedback.

Support reading with modeling and feedback from teacher orpeers.

Involve students in progress monitoring of fluency goals.

As students improve, increase passage difficulty.


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Fluency Interventions Alone Do Not

Improve Comprehension

Fluency practice is most effective when combined

with instruction in decoding (for select students)and/orcomprehension instruction.


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Partner Reading

Partner reading is a widely used strategy that providesthe opportunity to practice oral reading withimmediate and explicit feedback and incorporates theopportunity to engage in comprehension practice.Partner reading:

May benefit both partners in fluency development;

Engages students in fluency monitoring practices; and

Improves self-monitoring practices during reading.


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Partner Reading


Use at least 3 days per week with students who needpractice developing their ability to read fluently.

Should last no more than 1520 minutes per day orevery other day. Spend a majority of instructional timeon othercomponents of reading.

Pair partners based on data: Place slightlyhigher-level

reader with lower-level reader. (Having a model of goodreading is essential.)


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Partner Reading

Considerations for Use (continued)

Use reading materials that are at the independent orinstructional level of the more struggling reader.

Set individual and partner goals for reading fluency.Have students graph their best results.


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Specific Skills to Teach

What counts as an incorrect response.

How to sit with partners and locate materials. How to time each other.

How to underline incorrect words.

How to use correction procedures. How to calculate words correct per minute.

How to graph results.


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How Do I Implement

Partner Reading?

Model use of partner reading strategies.

Discuss fluency and its importance.


Provide independent practice with support.

TOT NOTE:

Provide Handouts2, 3, and 4 here.


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Teacher Responsibilities

Prepare student folders with new passages (onefor each student to read and/or follow along withtheir partner).

Observe students during partner reading tomonitor fidelity of procedures and accuracy oferrorchecking.

Check folders (accuracy, graphs).

Move students to next level.


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Practice: Who Needs Fluency Instruction?

Example 1

Anna is a ninth-grader reading 40 wcpm on eighth-grade-leveltext. Her teacherhas noticed that she often has difficultydecoding words. She did not pass the state test. Does Annaneed fluency instruction?

YES, but she also needs explicit instruction in word study.

She would also benefit from instruction to boost her

vocabularyknowledge and overall verbal

reasoning/comprehension ability.


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Example 2

Jose is a 10th-grader reading 111 wcpm on 8th-grade-level textand is more than 95 percent accurate. He did not pass the statetest. What does this tell us about Jose? Does he need fluencyinstruction?

Jose is fairly fluent. He may need some fluency instruction,

but the fact that he is reading at least 100 wcpm

and is very accurate and still not passing the state test

tells us that Jose may need instruction

to boost comprehension, verbal reasoning, and wordknowledge in addition to fluency instruction.


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Example 3

Maria is reading 62 wcpm, but she is 96 percent accurate. Shedid pass the state test, but she had an extended timeaccommodation. Does Maria need fluency instruction?

YES, Maria would most likely benefit from fluency instruction.

She might benefit from some instruction in word study

(especially in sight words), but because she is so accurate,

she needs practice to increase the rate at which she is reading.

Althoug

hshe is slow, wit

haccommodations s

hewas able to demonstrate good comprehension

by passing the state test, which is a positive indication

ofher comprehension ability.


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Fluency Instruction:

Conclusions

The level of fluency required for secondarystruggling readers to read effectively and

understand text is not entirelyclear. For some students, fluency mayhelp build a link

between decoding and comprehension, but fluencydoes not cause comprehension.

Teachers should not spend a lot of time on fluencyinstruction and should pair it with instruction indecoding and/or vocabulary and comprehension-enhancing practices.


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Vocabulary

Contains information on Word Consciousness,Additive Vocabulary, Generative Vocabulary, andAcademicVocabulary. Also contains a participant

activity.

Time: 45 minutes (one-day format) or 75 minutes (two-day format)

Materials:

PowerPoint


Handout 5


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What is Vocabulary?

What do I do when my students with reading disabilitiesand difficulties do not know what a majority of wordsin text mean and cannot use word-meaning knowledge

to enhance theircomprehension?


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Vocabulary is

The ability to understand and use a

word effectively and appropriately

to foster comprehension.

R h V b l


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Research on Vocabulary:

A Vocabulary Continuum

1. Ive neverheard of this word.

2. Ive heard of this word, but Im not really sure what it

means.

3. I can recognize the word in context.

4. I know the word well, including its various forms,

definitions, and uses.

(Dale, 1965)


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COI Meta-analysis

FINDING

Vocabulary interventions hadthe largest overall effect size.

IMPLICATIONS

We know that directly teachingstudents the meaning of words

and how to use strategies touncover meanings of words canimprove students knowledge ofthe words taught.

What we dont know is whether

orhow vocabulary instructioninfluences comprehension.

TOT NOTE:

CAUTION with this finding!See caveat on next slide.


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COI Meta-Analysis

FINDINGVocabulary interventions had the

largest overall effect size.

CAVEATStandardized measures are not typically

used for measuring vocabulary knowledge and use.Only researcher-developed measures were used

in the studies in the meta-analysis.

TOT NOTE:

Its important that thisbe discussed thoroughly.See speaker notes for fulldiscussion.


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Vocabulary


Are exposed to a breadth of vocabulary words in

conversations and print at home and at school

from a very early age.

Have limited exposure to new words.

May not enjoy reading and therefore do not select

reading as an independent activity.

Understand most words when they are reading

(at least 90 percent) and can make sense of

unknown words to build their vocabulary

knowledge.

Read texts that are too difficult and thus are not

able to comprehend what they read or to learn

new words from reading.

Learn words incrementally, through multiple

exposures to new words.

Lack the variety of experiences and exposures

necessary to gain deep understanding of newwords.

Have content-specific priorknowledge that

assists them in understanding how words are

used in a particularcontext.

Often have limited content-specific prior

knowledge that is not sufficient to support word

learning.



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Reasons forVocabulary Difficulties

Lack of exposure to words (through reading,speaking, and listening).

Lack of background knowledge related to words. Lack of direct vocabulary instruction.

Teaching Vocabulary


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Teaching Vocabulary

Words and Meaning

Effectively teaching vocabulary words does not mean

asking students to memorize definitions, nor does it

mean teaching students unfriendly and complexdescriptions of words.

Effectively teaching vocabulary words assures that

students have opportunities to know what words mean

and how to use them in oral and written language.

V b l I t ti


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Vocabulary InstructionUse All of These Approaches That Match Instructional Needs

Word

Consciousness

GenerativeVocabulary

AcademicVocabulary

Additive

Vocabulary

TOT NOTE:

Facilitators not familiar with these terms should read the COIs Practice Brief.


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Word Consciousness

Word consciousness refers to an awareness thatwords have multiple meanings in various contexts.

Example: Assembly Use various instructional approaches.


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Additive Vocabulary Instruction

Explicit instruction of specific words.

Think about your goals for instruction when selecting

words. Becks Three Tiers ofVocabulary.


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Three Tiers ofVocabulary Words

Tier3 Words

Rarely in text or

are content

specific.

Tier2 Words

Appear frequently in

many contexts.

Tier1 Words

Words students are likely to know.

(Beck, McKeown, & Kucan, 2002)


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Selecting Tier 2 Words

Tier 2 words are:

Frequently encountered;

Crucial to understanding the main idea of text; Not a part of students priorknowledge (not Tier 1

words); and

Unlikely to be learned independently through theuse ofcontext or structural analysis.

REMINDER: Tier 2 words should be taught before students read, anddiscussed and used frequently afterward.

(Beck, McKeown, & Kucan, 2002)


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Seventh-Grade Text

Alexander Graham Bell is known as the inventor of the

telephone. His assistant was named Thomas A.

Watson. Together, Bell and Watson discovered howsound, including speech,could be transmitted through

wires, and Bell received a patent for such a device. In

1876, the telephone was officially invented and the first

telephone company was founded on July 9, 1877.

Ninth-Grade Text


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Ninth-Grade Text

from Tuck Everlasting

The road that led to Treegap had been trod out long

before by a herd ofcows who were, to say the least,

relaxed. It wandered along in curves and easy angles,swayed off and up in a pleasant tangent to the top of a

small hill, ambled down again between fringes of bee-

hung clover, and then cut sidewise across the meadow.

(Babbitt, 1975)


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Which Words are Tier 2 Words?

The road that led to Treegap had been trod out long

before by a herd ofcows who were, to say the least,

relaxed. It wandered along in curves and easy angles,

swayed off and up in a pleasant tangent to the top of a

small hill,ambled down again between fringes of bee-

hung clover, and then cut sidewise across the meadow.

(Babbitt, 1975)

Additive Vocabulary Instruction:


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Additive Vocabulary Instruction:

Specific Strategies

Teach multiple meanings of words and provide manyexposures to target words.

Provide engaging activities: creating definitions andnondefinitions, drawing pictures, and other games.

Restructure and clarify tasks, as necessary.

G ti V b l I t ti


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Generative Vocabulary Instruction

Teaching words and related words

Example: Involuntary

volunteer = Choosing an actionin= Not

ary = Associated with

Involuntary refers tosomething thathappens not

bychoice.

Example sentence:

Blinking youreyes regularly is aninvoluntary

action.

Generative Vocabulary Instruction:


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y

Specific Strategies

Promote wide reading of texts.

Promote opportunities to use target words.

Connect new words to oral language or readingmaterials.

Play word games and explore interesting uses of words.

Use key word strategies that provide phonetic or visual

links to target words.

Show students how to break words into parts and to useother strategies to identify meaning.

Academic Vocabulary Instruction


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Academic Vocabulary Instruction

Concentrate on meanings of words within aspecificcontext.

Can be taken from content-area materials.

May be Tier 3 words.

Example: Conductor.

Academic Vocabulary Instruction:


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y

Specific Strategies

Use content-area materials to identify vocabulary.

Obtain depth of understanding by providing multiple

exposures and various contexts. Use assessment procedures to identify words that

students need to know.

Provide explicit instruction.

Use computer technology.


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C h i


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Comprehension

Contains instructional information on activating priorknowledge, answering/generating questions,monitoring comprehension, summarization, & multi-component instruction, as well as a highlighted study

from the MA. Contains many participant activities.

Time: 90 minutes (one-day format) or 2 hours (two-dayformat)

Materials: PowerPoint


Handouts 6 , 7, 8, 9, 10, 11, 12

Transparencies ofhandouts 6, 7, 10, 12

Wh t i R di C h i ?


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What is Reading Comprehension?

What do I do when my students with reading disabilities anddifficulties do not use strategies to enhance comprehension?

Comprehension is


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Comprehension is

The ability to construct meaning and learn fromtext

using a variety of applied strategies.

The ultimate purpose of reading.

Research indicates that to teach students to construct meaningfrom text, teachers need a firm grasp of:

Strategies that successful readers use when creatingmeaning from text; and

Effective instructional methods to teach such successful

strate ies National Readin Panel, 2000 .

COI Meta-analysis


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COI Meta-analysis

FINDING

The effect for reading

comprehension strategy

interventions was mediumto large.

IMPLICATIONS

Reading comprehensioninterventions can have a

significant impact onadolescent strugglingreaders.

Providing comprehensionstrategy instruction

throughout the day providesopportunities for multipleexposures and use ofstrategies with a variety oftexts.

Comprehension


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Comprehension


Continuously monitor reading for

understanding.

Fail to use meta-cognitive strategies as they read.

May not be aware when understanding breaks

down.Linkcontent with their priorknowledge. May lack subject-specific priorknowledge.

Do not readily make connections between what

they are learning and what they alreadyknow.

Use a variety of effective reading strategies

before, during, and after reading.

Have limited knowledge and use of strategies for

gaining information from text.

Set a purpose for reading and adjust their

rate and strategy use depending on the text

and content.

Often do not enjoy reading and lack understanding

of the utility of reading.

(Boardman et al., 2008. Adapted from Denton et al., 2007; Pressley, 2006.)

Reasons forComprehension


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Difficulties

Lack of appropriate priorknowledge.

Inability to relate content to priorknowledge.

Over-reliance on background knowledge.

Inability to read text fluently.

Difficulty with decoding words;

Inability to attend to meaning while reading.

Inability to applycomprehension strategies.

Difficulty with understanding meaning ofwords.

Components of


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Comprehension Strategy Instruction

Activate

Prior

Knowledge

Answer/Generate

Questions

MonitorComprehension

SummarizeUsing Graphic

Organizers

Multicomponent

Instruction

(Adapted from Simmons, Rupley, Vaughn, & Edmonds, 2006)

Anticipate What You Will Learn


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Preview slides and handouts.

Make a prediction: What will you learn during this portion of the

professional development?

Anticipate What You Will Learn

Knowledge Before PD Statement Knowledge AfterPD

Agree Disagree Agree Disagree

Teachers should explicitly teach students comprehension

strategies.

Having students make predictions about what they will

learn should take about 30 minutes when introducingtext.

All students who can decode words can also comprehend

text.

Students who know comprehension strategies generally

apply them when they read.

TOT NOTE:

Make sure participants understandthis activity and how to fill out the chart.

Component # 1:


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p

Activate Prior Knowledge

What is it?

Existing information students have about a topic, skill, or

idea.

Why is it important?

Helps students make connections between what theyalreadyknow and what they are reading.

Activate Prior Knowledge:


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g

Effective Strategies

Making/Monitoring Predictions

Previe

wing

Text

Previewing Text


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Previewing Text

Instructional Steps

1.Model by thinking aloud.

Highlight headings, pictures, key words.

2.Provide small-group practice.

3.Provide independent practice.



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Afterpreviewingtext, ask students to make

informed comments aboutthetextand whatthey

will learn. Do not solicit guesses.

Keep it brief.

Revisit after reading to confirm or disconfirmpredictions.

Provide key ideas orconcepts to build background

knowledge.

TOT NOTE:

Make sure participants understand

that predictions are NOT thesame as guesses.

Other Ways to Activate Prior Knowledge


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Other Ways to Activate Prior Knowledge

Preview the material by identifying key words or

concepts.

Have students briefly discuss what theyknow about a

topic.

Explain the use of a word splash.

Describe the use of a KWL chart.

Demonstrate the use of an anticipation guide.

Component #2:


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p

Answering and Generating Questions

What is it?

Strategies that assist students in answering

comprehension questions and generating their ownquestions about the text to facilitate understanding.


Teaches students where and how to find answers.

Answering and Generating Questions:


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Effective Strategies

Levelsof Questions

Self-Questioning

Strategy #1: Determining Levels of


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Questions

(Simmons, Rupley, Vaughn, & Edmonds, 2006; UTCRLA, 2003; Blachowicz & Ogle, 2001; Bos & Vaughn, 2002;NIFL, 2001; NRP, 2000; Raphael, 1986)

Level

1: Right

There

Easier questions, one- or two-word answers

Level 2: Puttingit TogetherPut pieces of information

from text together to come up with answer

Level 3: MakingConnections

Cannot be answered by looking in text alone

Goals of Using Leveled Questions


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Goals of Using Leveled Questions

Help students ask and answer increasinglysophisticated types of questions.

Help students become betterconsumers of text bybeing able to ask and answer both simple and complexquestions.

Show students how to approach different types of

questions.

(Simmons, Rupley, Vaughn, & Edmonds, 2006)

Explicitly Teach Each Question Level


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Explicitly Teach Each Question Level

Introduce one level of question at a time.

Model how to answer each level of question.


Provide supported, independent practice.Provide immediate feedback to students.

(Simmons, Rupley, Vaughn, & Edmonds, 2006; UTCRLA, 2003; Blachowicz & Ogle, 2001; Bos & Vaughn, 2002;NIFL, 2001; NRP, 2000; Raphael, 1986)

Strategy #2: Self-Questioning


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Strategy #2: Self-Questioning

The act of asking yourself questions as you read, such

as:

Where is this story taking place?

Why is this information important for me to know?

This strategy is also used to

monitorcomprehension.

Explicitly Teaching Self-Questioning


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Explicitly Teaching Self-Questioning

Model how to self-question.



What Does Self-Questioning Look Like?


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Materials:

Handout 9, Tornadoes

Scratch paper and pencils

What Does Self Questioning Look Like?

TOT NOTE:

Refer to speaker notes as you lead

participants through this activity.

Component #3:


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Monitoring Comprehension Strategies

What are they?Strategies that enable students to keep track

of their understanding as they read and to implementfix-up strategies when understanding breaks down.

Why are they important?

By monitoring their understanding, students becomemore independent in understanding what is being read.

Effective Strategies for

M it i C h i


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Monitoring Comprehension

MainIdea

F

ix-up

Strategies

Strategy #1: Finding the Main Idea


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Strategy #1: Finding the Main Idea

Identify the most important who or what.

Identify the most important information

about the who or what.

Write this information in one short sentence

(e.g., 10 words or less).

(Klingner, Vaughn, & Schumm, 1998)

What Does Finding

th M i Id L k Lik ?


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Materials:

Handout 9, Tornadoesone per participant

Handout 10, Finding the Main Ideaone perparticipant

the Main Idea Look Like?

TOT NOTE:

Refer to speaker notes as you lead

participants through this activity.

Strategy #2: Fix-Up Strategies


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Strategy #2: Fix Up Strategies

(Klingner, Vaughn, Dimino, Schumm, & Bryant, 2001)

Rereading, restating

Stopping when you come to aword that you do not know

Using strategies to figure out

unfamiliar words or phrases

(e.g., context clues, breaking the word apart)

Component #4:

G hi O i d S i ti


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Graphic Organizers and Summarization

Graphicorganizers

can be used

to aid students

withsummarization.

Graphic Organizers


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p g

What are they?

Visual representations of ideas in text.

Why are they important?

Assist students in identifying, organizing,and remembering important ideas.

Graphic Organizers can be Used to:


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p g

Activate relevant background knowledge;

Guide students thinking about the text;

Help students remember important elements and

information in texts; Help students see and understand how concepts relate

to one another within a text;

Promote both questioning and discussion as students

collaborate and share ideas; and Provide a springboard for organizing and writing

summaries.(Simmons, Rupley, Vaughn, & Edmonds, 2006)

Graphic Organizer for Summarization


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g

Big Idea(provided by

the teacher)

Main idea of

first section

Main idea of

second

section

Main idea of

third sectionMain idea of

fourth

section


Summarization Instruction


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What is it?

Strategies to help students identifythe most important elements of what they read.


Enhances ability to synthesize large amountsof information during and after reading.

Before Summarizing:

Using the Graphic Organizer


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Using the Graphic Organizer

1. Teacher introduces the

graphic organizer (GO) and

explains its purpose.

2. Teacher provides the bigidea of the passage and

writes it in the center of the

GO.

3. Students read the passage,paragraphby paragraph, and

record the main idea of each

paragraph on the GO.

Main

Idea

Main

Idea

Main

Idea

Main

Idea

Big Idea


Summarization Steps for Students


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p

Write a topic sentence using the big idea.

Include main ideas in an order that makes sense.

1

Delete information that is redundant or trivial.

Reread for understanding and edit if necessary.

2

3

4

How do I Teach it?


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Model summarization.



Provideexamplesandnonexamples.

What Does Summarization

With G hi O i L k Lik ?


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Materials:

Handout 9,Tornadoesone per participant

Handout 11,Graphic Organizer: Main Idea andSummarization (forTornadoes)one per

participant

Handout 12,Graphic Organizer: Main Idea andSummarization (blank)one per participant

With Graphic Organizers Look Like?

TOT NOTE:Refer to speaker notes on the next

slide as you lead participants through

this activity.

Summarization Steps for Students


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Write a topic sentence using the big idea.

Include main ideas in an order that makes sense.

1

Delete information that is redundant or trivial.

Reread for understanding and edit if necessary.

2

3

4

Highlighted Study:

Klingner & Vaughn (1996)


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Klingner & Vaughn (1996)

Participants

26 students (some LD),

grades 7 and 8

Reciprocal

Teaching

15 days

Reciprocal Teaching

Strategies Taught


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Strategies Taught

Predict what a passage is about.

Brainstorm what you know about the topic.

Clarify words and phrases.

Highlight the main idea of a paragraph.

Summarize the main idea.

Identify important details of a passage.

Ask and answer questions.

Reciprocal Teaching

Strategies Taught (continued)


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Cross-Age

Tutoring

n = 13

Cooperative

Groups

n = 13

Reciprocal

Teaching

15 days

Participants26 students (some LD),

grades 7 and 8


Reciprocal Teaching



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Cross-Age Tutoring Cooperative Learning

Participants provided tutoring

to sixth-grade students on

comprehension strategies.

Participants implemented the

comprehension strategies in

cooperative learning groups(35 students) for 12 days.

Forboth interventions, the researcher:Circulated around the room;

Monitored behavior; and

Provided assistance, as needed.


Findings


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Initial reading ability and oral languageproficiency seemed related to gains incomprehension.

A greater range of students benefited fromstrategy instruction than would have beenpredicted.

Students in both groups continued to showimprovement in comprehension when providedminimal adult support.

Implications for the Classroom


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Implementing comprehension strategy practice

within peer groups frees up the teacher for

monitoring

student performance.

Teachers may want to considercomprehension

instruction for a wide range of students, including

those with very low reading levels.

Components of



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Activate

Prior

Knowledge

Answer/Generate

Questions

Monitor

Comprehension

SummarizeUsing Graphic

Organizers

Multicomponent

Instruction

(Adapted from Simmons, Rupley, Vaughn, & Edmonds, 2006)

Multicomponent Comprehension

Strategies are


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Strategies are

The combination of several reading comprehensionstrategies in order to gain meaning from text.


The combination of strategies increases the levelofcomprehension.

It leads to eventual automaticity.

TOT NOTE:

Multicomponent instruction can also be thought of as combining strategiesfrom different components of instruction (e.g., combining strategies usedto learn vocabulary words with self-questioning techniques into one lesson).However, for this presentation, we concentrate on combining strategieswithin the comprehension section.

How do I Teach it?


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After teaching two or more comprehension strategies,

give students opportunity to practice and applyknowledge.

Model using the strategies together.



Teach students to self-regulate their use of strategies.

Revisit Your Anticipation Chart


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Knowledge Before PD

Statement

Knowledge After PD

Agree Disagree Agree Disagree

Teachers should explicitly teach students comprehensionstrategies.

Having students make predictions about what they will

learn should take about 30 minutes when introducing text.

All students who can decode words can also comprehend

text.

Students who know comprehension strategies generally

apply them when they read.

Confirm/Disconfirm Predictions


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Prediction:

Based on:

Confirmed?

___ Yes

___ No

Conclusions About

Comprehension Instruction


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p

TEACH STRATEGIES

Do not just askcomprehension questions.

Eventually, show students how to combine these

strategies and use them concurrently.

Motivation


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Contains some basic information on

instructional strategies that motivate students.

Time: 20 minutes (one-day format) or 45minutes (two-day format)

Materials:

PowerPoint Copies of slides for participants

What is Motivation?


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How can I incorporate motivation

into my lessons for my students with reading

disabilities and difficulties?

Research on Motivation


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Motivation:

Makes reading enjoyable; Increases strategy use; and

Supports comprehension.

(Guthrie & Wigfield, 2000)

Motivation


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Interact with text in a motivated and

strategic way.

May engage in reading as a passive process

without effortful attention given to activating prior

knowledge, using reading strategies, or employing

other strategic thought processes.Have improved comprehension and reading

outcomes when engaged with text.

Often have low comprehension of text.

Read more and, thus,have more access to a

variety of topics and text types.

Fail to access a variety of wide reading

opportunities.Given the choice, prefer not to read.

Are interested and curious about topics and

content in texts and read to find out more.

May not be interested orcurious to find out about

topics orcontent by reading.


Instructional Practices Associated

With Improved Motivation


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With Improved Motivation

Fourcritical instructional practices can improve

students motivation.

1. Provide content goals for reading.2. Support student autonomy.

3. Provide interesting texts.

4. Increase collaboration during reading.

(Guthrie & Humenick, 2004)

TOT NOTE:

Motivation was not a factor

included in the COIs

meta-analysis.

More info on each of these

strategies can be found in

the practice brief.


Content Goals


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Content Goals

Facilitate the use of relevant

background knowledge.

Arrange hands-on experiences.

Make content goals interesting and relevant.

Model behaviors of a curious reader.

Involve students in creating and tracking content goals.

Provide feedback on progress of meeting goals.


A content goal is a question or purpose for reading. It

emphasizes the importance of and increases interest in

learning from what we read. A teachercould:


Support Student Autonomy


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Support Student Autonomy

Provide opportunities for students to select which text

they read. Allow students to choose aspects of the task in which

they are to engage.

Provide opportunities for students to either selectpartners or groups, or to work alone.


Student autonomy refers to students making instructional

decisions

for themselves.


Use Interesting Texts


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Use Interesting Texts

Choose texts for which students possess backgroundknowledge.

Choose texts that are visually pleasing and appearreadable.

Choose texts that are relevant to students interests.

Provide stimulating tasks.(Guthrie & Humenick, 2004)

Students enjoy reading texts they find interestingand choose to continue reading these texts duringfree time. Here are several guidelines for selecting

appropriate and interesting material:


Increase Collaboration During Reading


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g g

Allow students to collaborate by reading together,sharing information, and presenting theirknowledge.

Teachcollaborative group work skills.

Use collaboration to foster a sense ofbelonging to the

classroom community(Anderman, 1999).


Adolescents are motivated by working together.

Collaboration increases the number of

opportunities struggling readers have to respond.

Motivation:

Practical Ideas


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Provide

weekly/monthly

rewards.

Allow students

to choose

incentives.

Schedule

studentconferences.

Provide

student choice.

Allow students

to graph theirprogress.

Allow students

to participatein goal setting or

lesson planning.

Effective Reading Instruction at the

Secondary Level: Putting it all Together


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A Review of Instructional Recommendations Teach word study skills to adolescent readers who struggle at the word

level. There are a variety of methods to teach this information,but mostinvolve teaching students to decode words by recognizing syllable typesorby analyzing parts of words.

Use data to decide how much fluency intervention students shouldreceive and whether it should be paired with instruction in decoding,vocabulary, and/orcomprehension-enhancing practices.

Teach the meanings of words to students to enhance their vocabulary.Your instructional goals will guide the words and instructional approach

you select. Teach students specificcomprehension strategies that theycan use to

enhance theircomprehension. Once individual strategies are taught,combine two or more into a single lesson.

Use instructional practices that promote student motivation.

Considerations for Implementation


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Assess and monitor the progress of students.

Provide targeted support in well-planned, small-group sessions over a long period of time.

Adjust the focus and intensity of interventionsaccording to individual student needs.


(continued)


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(continued)

Provide professional development and supportto teachers in general education classrooms

to provide classwide interventions.


(continued)


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( )

Instructional techniques and content. Programwide decisions.

Implementation of reading instruction.

Create ways for general education teachersand specialists to collaborate andcoordinate on:

Continue to Learn!


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Use Center on Instruction resources to build yourbackground knowledge of reading instruction for olderstruggling readers.

Academic Literacy InstructionforAdolescents:A GuidanceDocumentfromtheCenteronInstruction

AdolescentLiteracy Resources:AnAnnotatedBibliography

InterventionsforAdolescentStrugglingReaders:A Meta-analysisWith ImplicationsforPractice

EffectiveInstructionforAdolescentStrugglingReaders:A

Documents

TOT Interventions for Struggling Adol Readers1