Transcript
Page 1: Immediate, Intensive Interventions: Their critical role within a whole school program to prevent reading difficulties Dr. Joseph K. Torgesen Florida State

Immediate, Intensive Immediate, Intensive Interventions: Their critical Interventions: Their critical role within a whole school role within a whole school

program to prevent reading program to prevent reading difficultiesdifficulties

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

Eastern Regional Reading First Technical Eastern Regional Reading First Technical Assistance CenterAssistance Center

RF Leadership Meeting, Eastern Region, April, 2004RF Leadership Meeting, Eastern Region, April, 2004

Page 2: Immediate, Intensive Interventions: Their critical role within a whole school program to prevent reading difficulties Dr. Joseph K. Torgesen Florida State

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: Immediate, Intensive Interventions: Their critical role within a whole school program to prevent reading difficulties Dr. Joseph K. Torgesen Florida State

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: Immediate, Intensive Interventions: Their critical role within a whole school program to prevent reading difficulties Dr. Joseph K. Torgesen Florida State

Reading First’s model for preventing Reading First’s model for preventing reading failure in grades K-3: Three big reading failure in grades K-3: Three big IdeasIdeas1. Increase the quality and consistency of 1. Increase the quality and consistency of

instruction in every K-3 classroom. Provide instruction in every K-3 classroom. Provide initial instruction that is appropriate to the initial instruction that is appropriate to the needs of the needs of the majoritymajority of students in the class of students in the class

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 high quality, intensive interventions 3. Provide high quality, intensive interventions to help struggling readers catch up with their to help struggling readers catch up with their peerspeers

Page 5: Immediate, Intensive Interventions: Their critical role within a whole school program to prevent reading difficulties Dr. Joseph K. Torgesen Florida State

Evidence from one school that this model Evidence from one school that this model can be used to produce significant can be used to produce significant improvements in reading outcomesimprovements in reading outcomes

School Characteristics:School Characteristics:

70% Free and Reduced Lunch (going up each 70% Free and Reduced Lunch (going up each year)year)

65% minority (mostly African-American)65% minority (mostly African-American)

Elements of Curriculum Change:Elements of Curriculum Change:

Movement to a more balanced reading curriculum Movement to a more balanced reading curriculum beginning in 1994-1995 school year (incomplete beginning in 1994-1995 school year (incomplete implementation) for K-2implementation) for K-2Improved implementation in 1995-1996Improved implementation in 1995-1996Implementation in Fall of 1996 of screening and Implementation in Fall of 1996 of screening and more intensive small group instruction for at-risk more intensive small group instruction for at-risk studentsstudents

Page 6: Immediate, Intensive Interventions: Their critical role within a whole school program to prevent reading difficulties Dr. Joseph K. Torgesen Florida State

Proportion falling below the 25th

percentile in word reading ability at the end of first grade 10

20

3031.8

20.4

10.96.7

3.7

1995 1996 1997 1998 1999Average Percentile 48.9 55.2 61.4 73.5 81.7for entire grade (n=105)

Hartsfield Elementary Progress over five years

Screening at beginning of first grade, with extra instruction for those in bottom 30-40%

Page 7: Immediate, Intensive Interventions: Their critical role within a whole school program to prevent reading difficulties Dr. Joseph K. Torgesen Florida State

Proportion falling below the 25th

Percentile 10

20

30

Proportion falling below the 25th

Percentile 10

20

30

31.8

20.4

10.96.7

3.7

1995 1996 1997 1998 1999Average Percentile 48.9 55.2 61.4 73.5 81.7

14.5

9.05.4 2.4

1996 1997 1998 1999

Average Percentile 58.2 67.1 74.1 81.5

Hartsfield Elementary Progress over five years

Page 8: Immediate, Intensive Interventions: Their critical role within a whole school program to prevent reading difficulties Dr. Joseph K. Torgesen Florida State

Hartsfield Elem. State Average

10

15

20

25

30

35

40Level 2Level 1

FCAT Performance in Spring, 2003FCAT Performance in Spring, 2003

Page 9: Immediate, Intensive Interventions: Their critical role within a whole school program to prevent reading difficulties Dr. Joseph K. Torgesen Florida State

2. Lack of preparation, or lack of talent in the 2. Lack of preparation, or lack of talent in the general verbal domain (i.e. vocabulary) that general verbal domain (i.e. vocabulary) that limits comprehension of written materiallimits comprehension of written material

What are the areas most likely to What are the areas most likely to require intensive intervention for require intensive intervention for students in RF schools? students in RF schools?

1. Lack of preparation, or lack of talent that 1. Lack of preparation, or lack of talent that interferes with ability to understand the interferes with ability to understand the alphabetic principal (phonics) and learn to read alphabetic principal (phonics) and learn to read words accurately and fluentlywords accurately and fluently

Three main reasons children struggle in Three main reasons children struggle in learning to read learning to read (NRC report)(NRC report)

3. Low motivation to lean or behavior problems that 3. Low motivation to lean or behavior problems that interfere with learning in the classroominterfere with learning in the classroom

Page 10: Immediate, Intensive Interventions: Their critical role within a whole school program to prevent reading difficulties Dr. Joseph K. Torgesen Florida State

Five critical components:Five critical components:

Phonemic AwarenessPhonemic Awareness

PhonicsPhonics

FluencyFluency

VocabularyVocabulary

Comprehension strategiesComprehension strategies

Identifying words Identifying words accurately and accurately and fluentlyfluently

Constructing Constructing meaning meaning once words once words are identifiedare identified

Research indicates that students need to acquire Research indicates that students need to acquire skills and knowledge in at least five main areas in skills and knowledge in at least five main areas in

order to become proficient readersorder to become proficient readers

Page 11: Immediate, Intensive Interventions: Their critical role within a whole school program to prevent reading difficulties Dr. Joseph K. Torgesen Florida State

Individual differences in the Individual differences in the development of phonological development of phonological

awarenessawareness

SES Differences in Phonological SES Differences in Phonological AwarenessAwareness

Cross-sectional study comparing the Cross-sectional study comparing the performance of 250 children from performance of 250 children from higher income families to 170 higher income families to 170 children from lower income families.children from lower income families.

Children were between two- and Children were between two- and five-years of age.five-years of age.

Page 12: Immediate, Intensive Interventions: Their critical role within a whole school program to prevent reading difficulties Dr. Joseph K. Torgesen Florida State

SES Differences in Phonological SES Differences in Phonological SensitivitySensitivity

Children completed tests of Children completed tests of phonological awareness that assessed phonological awareness that assessed their ability analyze the phonological their ability analyze the phonological structure of words or to blend word structure of words or to blend word parts together to form wordsparts together to form words

Simple tests that asked children to Simple tests that asked children to break apart or blend compound break apart or blend compound words, syllables, then phonemeswords, syllables, then phonemes

Page 13: Immediate, Intensive Interventions: Their critical role within a whole school program to prevent reading difficulties Dr. Joseph K. Torgesen Florida State
Page 14: Immediate, Intensive Interventions: Their critical role within a whole school program to prevent reading difficulties Dr. Joseph K. Torgesen Florida State
Page 15: Immediate, Intensive Interventions: Their critical role within a whole school program to prevent reading difficulties Dr. Joseph K. Torgesen Florida State

SES Differences in Phonological SES Differences in Phonological SensitivitySensitivity

1.1. Children from lower SES backgrounds Children from lower SES backgrounds have significantly less well developed have significantly less well developed phonological sensitivity.phonological sensitivity.

2.2. Children from lower SES Children from lower SES backgrounds experience backgrounds experience significantly less growth in these significantly less growth in these skills during the preschool years skills during the preschool years compared to their higher SES compared to their higher SES counterparts.counterparts.

Page 16: Immediate, Intensive Interventions: Their critical role within a whole school program to prevent reading difficulties Dr. Joseph K. Torgesen Florida State

Diversity in knowledge of letter names

bottom 10%

next 10%

top 25%

2

5

26

next 10%

next 10%

next 10%

next 25%

Page 17: Immediate, Intensive Interventions: Their critical role within a whole school program to prevent reading difficulties Dr. Joseph K. Torgesen Florida State

Individual differences in vocabularyIndividual differences in vocabulary

First-grade children from higher SES groups know First-grade children from higher SES groups know about twice as many words as lower SES childrenabout twice as many words as lower SES children

There are enormous difference in pre-school language There are enormous difference in pre-school language experience that dramatically affect children’s vocabulary experience that dramatically affect children’s vocabulary by the time they enter schoolby the time they enter school

Vocabulary refers to children’s knowledge of the Vocabulary refers to children’s knowledge of the meaning of wordsmeaning of words

Children differ from one another in the breadth, Children differ from one another in the breadth, depth, and fluency of their word knowledgedepth, and fluency of their word knowledge

Page 18: Immediate, Intensive Interventions: Their critical role within a whole school program to prevent reading difficulties Dr. Joseph K. Torgesen Florida State

LanguageLanguage

Page 19: Immediate, Intensive Interventions: Their critical role within a whole school program to prevent reading difficulties Dr. Joseph K. Torgesen Florida State

Hart and Risley (1995) conducted

a longitudinal study of children and families from

three groups:•Professional families•Working-class families•Families on welfare

Page 20: Immediate, Intensive Interventions: Their critical role within a whole school program to prevent reading difficulties Dr. Joseph K. Torgesen Florida State

Hart & Risley compared the mean number of interactions initiated per hour in each of the three groups.

0

10

20

30

40

50

Welfare Working Professional

InteractionsInteractions

Page 21: Immediate, Intensive Interventions: Their critical role within a whole school program to prevent reading difficulties Dr. Joseph K. Torgesen Florida State

InteractionsInteractionsHart & Risley also compared the mean number of minutes of interaction per hour in the three groups.

0

10

20

30

40

50

Welfare Working Professional

Page 22: Immediate, Intensive Interventions: Their critical role within a whole school program to prevent reading difficulties Dr. Joseph K. Torgesen Florida State

Cumulative Language Cumulative Language ExperiencesExperiences

Cumulative Words Per Hour

0

500

1000

1500

2000

2500

Welfare Working Professional

Page 23: Immediate, Intensive Interventions: Their critical role within a whole school program to prevent reading difficulties Dr. Joseph K. Torgesen Florida State

Cumulative Language Cumulative Language ExperiencesExperiences

Different words used per hour

0

100

200

300

400

500

Welfare Working Professional

Page 24: Immediate, Intensive Interventions: Their critical role within a whole school program to prevent reading difficulties Dr. Joseph K. Torgesen Florida State

Cumulative Language Cumulative Language ExperiencesExperiences

Cumulative Words Spoken to Child (in millions)

0

10

20

30

40

50

0 12 24 36 48

Age of child (in months)

Professional

Working

Welfare

Page 25: Immediate, Intensive Interventions: Their critical role within a whole school program to prevent reading difficulties Dr. Joseph K. Torgesen Florida State

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

Page 26: Immediate, Intensive Interventions: Their critical role within a whole school program to prevent reading difficulties Dr. Joseph K. Torgesen Florida State

Diversity in Preparation and Ability for Learning to Read

1 100

Diversity of Educational Response

30 70

Page 27: Immediate, Intensive Interventions: Their critical role within a whole school program to prevent reading difficulties Dr. Joseph K. Torgesen Florida State

Diversity in Preparation and Ability for Learning to Read

1 100

Diversity of Educational Response

1 70

30

Page 28: Immediate, Intensive Interventions: Their critical role within a whole school program to prevent reading difficulties Dr. Joseph K. Torgesen Florida State

The consensus view of most The consensus view of most important instructional features for important instructional features for

interventionsinterventions

Provide Provide systematicsystematic and and explicitexplicit instruction on whatever instruction on whatever component skills are deficient: phonemic awareness, component skills are deficient: phonemic awareness, phonics, fluency, vocabulary, reading comprehension phonics, fluency, vocabulary, reading comprehension strategiesstrategies

Interventions are more effective when Interventions are more effective when they:they:

Page 29: Immediate, Intensive Interventions: Their critical role within a whole school program to prevent reading difficulties Dr. Joseph K. Torgesen Florida State

What do we mean by systematic What do we mean by systematic and explicit?and explicit?

““First graders who are at risk for failure in learning to First graders who are at risk for failure in learning to read do not discover what teachers leave unsaid about read do not discover what teachers leave unsaid about the complexities of word learning. As a result, it is the complexities of word learning. As a result, it is important to directly teach them procedures for learning important to directly teach them procedures for learning words”words” (Gaskins, et al., 1997)(Gaskins, et al., 1997)

SystematicSystematic

ExplicitExplicit

Guided by a scope and sequence that is comprehensive, Guided by a scope and sequence that is comprehensive, that teaches all the appropriate knowledge and skills in a that teaches all the appropriate knowledge and skills in a “programmatically scaffolded” manner“programmatically scaffolded” manner

Page 30: Immediate, Intensive Interventions: Their critical role within a whole school program to prevent reading difficulties Dr. Joseph K. Torgesen Florida State

The consensus view of most The consensus view of most important instructional features for important instructional features for

interventionsinterventions

Provide a significant increase in Provide a significant increase in intensityintensity of of instructioninstruction

Provide Provide systematicsystematic and and explicitexplicit instruction on whatever instruction on whatever component skills are deficient: phonemic awareness, component skills are deficient: phonemic awareness, phonics, fluency, vocabulary, reading comprehension phonics, fluency, vocabulary, reading comprehension strategiesstrategies

Interventions are more effective when Interventions are more effective when they:they:

Page 31: Immediate, Intensive Interventions: Their critical role within a whole school program to prevent reading difficulties Dr. Joseph K. Torgesen Florida State

The logic of instructional intensityThe logic of instructional intensity

Many children are already behind in Many children are already behind in vocabulary and print knowledge when they vocabulary and print knowledge when they enter school.enter school.To achieve grade level standards by third To achieve grade level standards by third grade, poor children must learn vocabulary grade, poor children must learn vocabulary words at a words at a fasterfaster rate than their middle class rate than their middle class peers in grades K-3peers in grades K-3The most direct way to increase learning rate The most direct way to increase learning rate is by increasing the number of positive, or is by increasing the number of positive, or successful, instructional interactions successful, instructional interactions (pii)(pii) per per school day. school day. There are a variety of ways to increase the There are a variety of ways to increase the number of positive instructional interactions number of positive instructional interactions per school dayper school day

Page 32: Immediate, Intensive Interventions: Their critical role within a whole school program to prevent reading difficulties Dr. Joseph K. Torgesen Florida State

The consensus view of most The consensus view of most important instructional features for important instructional features for

interventionsinterventions

Provide ample opportunities for guided practice of new Provide ample opportunities for guided practice of new skillsskills

Provide a significant increase in Provide a significant increase in intensityintensity of of instructioninstruction

Provide systematic cueing of appropriate strategies in Provide systematic cueing of appropriate strategies in contextcontext

Provide Provide systematicsystematic and and explicitexplicit instruction on whatever instruction on whatever component skills are deficient: phonemic awareness, component skills are deficient: phonemic awareness, phonics, fluency, vocabulary, reading comprehension phonics, fluency, vocabulary, reading comprehension strategiesstrategies

Interventions are more effective when Interventions are more effective when they:they:

Provide appropriate levels of scaffolding as Provide appropriate levels of scaffolding as children learn to apply new skillschildren learn to apply new skills

Page 33: Immediate, Intensive Interventions: Their critical role within a whole school program to prevent reading difficulties Dr. Joseph K. Torgesen Florida State

Do the relatively specific instructional program Do the relatively specific instructional program recommendations in Reading First mean that the recommendations in Reading First mean that the federal government is advocating a “one size fits federal government is advocating a “one size fits all” approach to instruction?all” approach to instruction?

Absolutely Not!Absolutely Not!

We all know that children vary enormously from one We all know that children vary enormously from one another in their instructional needs.another in their instructional needs.

To be most effective, instruction must be adapted to the To be most effective, instruction must be adapted to the needs of individual children.needs of individual children.

Page 34: Immediate, Intensive Interventions: Their critical role within a whole school program to prevent reading difficulties Dr. Joseph K. Torgesen Florida State

One child may require extra instruction in phonemic One child may require extra instruction in phonemic awareness and phonics to get a good start in readingawareness and phonics to get a good start in reading

Another child might require extra instruction in vocabularyAnother child might require extra instruction in vocabulary

Another child may come to school with strong phonemic Another child may come to school with strong phonemic awareness and letter knowledge, and may require very awareness and letter knowledge, and may require very little instruction in phonics to begin reading to build little instruction in phonics to begin reading to build fluencyfluency

Another child may know very little about letters and sounds Another child may know very little about letters and sounds upon school entry, and may require special instructional upon school entry, and may require special instructional support in this area for some timesupport in this area for some time

Still other children will require extended practice to develop Still other children will require extended practice to develop reading fluencyreading fluency

Page 35: Immediate, Intensive Interventions: Their critical role within a whole school program to prevent reading difficulties Dr. Joseph K. Torgesen Florida State

Phonemic Awareness

Phonics

Fluency

Vocabulary

Comprehension strategies

Johnny W.’s instructional needs:

Page 36: Immediate, Intensive Interventions: Their critical role within a whole school program to prevent reading difficulties Dr. Joseph K. Torgesen Florida State

Phonemic Awareness

Phonics

Fluency

Vocabulary

Comprehension strategies

Jimmy T.’s instructional needs:

Page 37: Immediate, Intensive Interventions: Their critical role within a whole school program to prevent reading difficulties Dr. Joseph K. Torgesen Florida State

Phonemic Awareness

Phonics

Fluency

Vocabulary

Comprehension strategies

Alexandra R.’s instructional needs:

Page 38: Immediate, Intensive Interventions: Their critical role within a whole school program to prevent reading difficulties Dr. Joseph K. Torgesen Florida State

Phonemic Awareness

Phonics

Fluency

Vocabulary

Comprehension strategies

Timothy B.’s instructional needs:

Page 39: Immediate, Intensive Interventions: Their critical role within a whole school program to prevent reading difficulties Dr. Joseph K. Torgesen Florida State

Instructional adaptations for individual children will be Instructional adaptations for individual children will be made primarily in terms made primarily in terms varying amounts and intensityvarying amounts and intensity of instruction and practice on the five components of instruction and practice on the five components

If children have difficulties learning “phonics” they should If children have difficulties learning “phonics” they should notnot be switched to a “sight word” approach. This will not be switched to a “sight word” approach. This will not build the necessary alphabetic reading skills that are build the necessary alphabetic reading skills that are necessary to achieve high levels of reading abilitynecessary to achieve high levels of reading ability

Children who experience reading difficulties must be Children who experience reading difficulties must be helped to acquire adequate skills in all five components. If helped to acquire adequate skills in all five components. If any one of these does not develop properly, any one of these does not develop properly, the child is the child is unlikely to attain grade level reading skills.unlikely to attain grade level reading skills.

Page 40: Immediate, Intensive Interventions: Their critical role within a whole school program to prevent reading difficulties Dr. Joseph K. Torgesen Florida State

The top five myths about interventions The top five myths about interventions for struggling readersfor struggling readers

1. If a child is a “visual” learner, they should be taught to read 1. If a child is a “visual” learner, they should be taught to read using a visual, not an auditory strategyusing a visual, not an auditory strategy

2. If a child has not learned “phonics” by the end of first grade, 2. If a child has not learned “phonics” by the end of first grade, they need to be taught to read in some other waythey need to be taught to read in some other way

3. Children who struggle with phonemic awareness, 3. Children who struggle with phonemic awareness, vocabulary, or phonics in kindergarten and first grade will vocabulary, or phonics in kindergarten and first grade will frequently “catch up” if given time.frequently “catch up” if given time.

4. We should take guidance from theories of “multiple 4. We should take guidance from theories of “multiple intelligences” or “learning styles” to help us adapt our reading intelligences” or “learning styles” to help us adapt our reading instruction for different childreninstruction for different children

5. A little quality time with an enthusiastic volunteer tutor can 5. A little quality time with an enthusiastic volunteer tutor can solve most children’s reading problemssolve most children’s reading problems

Page 41: Immediate, Intensive Interventions: Their critical role within a whole school program to prevent reading difficulties Dr. Joseph K. Torgesen Florida State

Interventions should be organized in Interventions should be organized in tierstiers

Layers of intervention Layers of intervention responding to student responding to student needsneeds

Each tier provides more Each tier provides more intensive and supportive intensive and supportive interventionintervention

Aimed at preventing Aimed at preventing reading disabilitiesreading disabilities

TIER I

TIER II

TIER III

Page 42: Immediate, Intensive Interventions: Their critical role within a whole school program to prevent reading difficulties Dr. Joseph K. Torgesen Florida State

TIER I: Core class instructionTIER I: Core class instruction

TIER I is comprised of TIER I is comprised of three elementsthree elements

Core reading programCore reading program

Benchmark testing of Benchmark testing of students to determine students to determine instructional needs at instructional needs at least three times a yearleast three times a year

TIER I

TIER II

TIER III

Ongoing professional Ongoing professional developmentdevelopment

Page 43: Immediate, Intensive Interventions: Their critical role within a whole school program to prevent reading difficulties Dr. Joseph K. Torgesen Florida State

TIER I: CORE CLASS INSTRUCTION TIER I: CORE CLASS INSTRUCTION (cont’d)(cont’d)

Focus

Program

Interventionist

Setting

Grouping

Time

Assessment

For all students in K through 3

Scientific-based reading instruction and curriculum emphasizing the five critical elements of beginning reading

General education teacher

General education classroom

Multiple grouping formats to meet student needs

90 minutes per day or more

Benchmark assessment at beginning, middle, and end of the academic year

Page 44: Immediate, Intensive Interventions: Their critical role within a whole school program to prevent reading difficulties Dr. Joseph K. Torgesen Florida State

TIER II: Supplemental instructionTIER II: Supplemental instruction

Tier II is small-group Tier II is small-group supplemental instruction supplemental instruction in addition to the time in addition to the time allotted for core reading allotted for core reading instruction.instruction.TIER I

TIER III

Tier II includes Tier II includes pprograms, strategies, rograms, strategies, and procedures and procedures designed and employed designed and employed to to supplement, enhance, supplement, enhance, and support and support Tier I.Tier I.

TIER IITIER II

Page 45: Immediate, Intensive Interventions: Their critical role within a whole school program to prevent reading difficulties Dr. Joseph K. Torgesen Florida State

TIER II: SUPPLEMENTAL TIER II: SUPPLEMENTAL INSTRUCTION (cont’d)INSTRUCTION (cont’d)

Focus

Program

Setting

Grouping

Time

Assessment

For students identified with marked reading difficulties, and who have not responded to Tier I efforts

Personnel determined by the school (e.g., a classroom teacher, a specialized reading teacher, an external interventionist)

Appropriate setting designated by the school;may be within or outside of the classroom

Homogeneous small group instruction (1:3, 1:4, or 1:5)

Minimum of 30 minutes per day in small group in addition to 90 minutes of core reading instruction

Progress monitoring twice a month on target skill to ensure adequate progress and learning

Specialized, scientifically based reading program(s) emphasizing the five critical elements of beginning reading

Interventionist

Page 46: Immediate, Intensive Interventions: Their critical role within a whole school program to prevent reading difficulties Dr. Joseph K. Torgesen Florida State

TIER III: Intensive interventionTIER III: Intensive intervention

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

TIER III

TIER III

Page 47: Immediate, Intensive Interventions: Their critical role within a whole school program to prevent reading difficulties Dr. Joseph K. Torgesen Florida State

Program

Focus

Interventionist

Setting

Grouping

Time

Assessment

For students with marked difficulties in reading or reading disabilities and who have not responded adequately to Tier I and Tier II efforts

Appropriate setting designated by the school

Homogeneous small group instruction (1:1- 1:3)Minimum of two 30-minute sessions per day in small group or 1:1 in addition to 90 minutes of core reading instruction. Progress monitoring twice a month on target skills to ensure adequate progress and learning

Sustained, intensive, scientifically based reading program(s) emphasizing the critical elements of reading for students with reading difficulties/disabilities

Personnel determined by the school (e.g., a classroom teacher, a specialized reading teacher, an external interventionist)

TIER III: INTENSIVE INTERVENTION TIER III: INTENSIVE INTERVENTION (cont’d)(cont’d)

Page 48: Immediate, Intensive Interventions: Their critical role within a whole school program to prevent reading difficulties Dr. Joseph K. Torgesen Florida State

How can immediate, intensive How can immediate, intensive interventions be scheduled and interventions be scheduled and

delivered?delivered?Delivered by regular classroom teacher during Delivered by regular classroom teacher during the “uninterrupted reading period” in very small the “uninterrupted reading period” in very small groupsgroups

Page 49: Immediate, Intensive Interventions: Their critical role within a whole school program to prevent reading difficulties Dr. Joseph K. Torgesen Florida State

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 50: Immediate, Intensive Interventions: Their critical role within a whole school program to prevent reading difficulties Dr. Joseph K. Torgesen Florida State

How can immediate, intensive How can immediate, intensive interventions be scheduled and interventions be scheduled and

delivered?delivered?1.1. Delivered by regular classroom teacher during the Delivered by regular classroom teacher during the “uninterrupted reading period”“uninterrupted reading period”

2. Delivered by additional resource personnel during 2. Delivered by additional resource personnel during the “uninterrupted reading period”, or at other times the “uninterrupted reading period”, or at other times during dayduring day3. Delivered by classroom and resource personnel 3. Delivered by classroom and resource personnel during after school or before school programsduring after school or before school programs

5. Delivered by peers during “uninterrupted reading 5. Delivered by peers during “uninterrupted reading period”period”

6. Delivered by computers throughout the day6. Delivered by computers throughout the day

4. Delivered by well-trained and supervised 4. Delivered by well-trained and supervised paraprofessionals during the “uninterrupted reading paraprofessionals during the “uninterrupted reading period” or other timesperiod” or other times

Page 51: Immediate, Intensive Interventions: Their critical role within a whole school program to prevent reading difficulties Dr. Joseph K. Torgesen Florida State

How can we insure that interventions are How can we insure that interventions are delivered consistently with high quality? delivered consistently with high quality?

Professional development to provide knowledge of Professional development to provide knowledge of instructional strategies, content (scope and sequence instructional strategies, content (scope and sequence and selection of materials), and appropriate and selection of materials), and appropriate practice/skill building activities -- use of assessment practice/skill building activities -- use of assessment data to identify who should receive interventions and data to identify who should receive interventions and what their focus should bewhat their focus should be

Identification of high quality intervention Identification of high quality intervention programs/materials and professional development in programs/materials and professional development in their use and individualization.their use and individualization.

Page 52: Immediate, Intensive Interventions: Their critical role within a whole school program to prevent reading difficulties Dr. Joseph K. Torgesen Florida State

A high-quality intervention program can A high-quality intervention program can provide a kind of on-going professional provide a kind of on-going professional development for teachers in the critical development for teachers in the critical elements and methods of instruction for elements and methods of instruction for phonemic awareness, phonics, fluency, phonemic awareness, phonics, fluency, vocabulary, and comprehension vocabulary, and comprehension strategiesstrategies

““Interestingly, many seasoned teachers commented Interestingly, many seasoned teachers commented that their abilities to teach phonics flexibly and that their abilities to teach phonics flexibly and responsively were grounded in experiences they responsively were grounded in experiences they had as novices working with reading programs that had as novices working with reading programs that featured a systematic phonics component.”featured a systematic phonics component.” (Villaume (Villaume & Brabham, 2003)& Brabham, 2003)

Page 53: Immediate, Intensive Interventions: Their critical role within a whole school program to prevent reading difficulties Dr. Joseph K. Torgesen Florida State

What materials are available to guide What materials are available to guide intervention instruction?intervention instruction?

1.1. New “core reading programs” frequently have New “core reading programs” frequently have systematic intervention programs to use in systematic intervention programs to use in coordinationcoordination

2. New “core reading programs” frequently have 2. New “core reading programs” frequently have suggested intervention activities as part of the suggested intervention activities as part of the programprogram

3. There are many programs designed specifically for 3. There are many programs designed specifically for small group instruction in language, PA, phonics, small group instruction in language, PA, phonics, vocabularyvocabularyLanguage for LearningLanguage for Learning—early —early

vocabularyvocabularyRoad to the CodeRoad to the Code – PA and early – PA and early phonicsphonicsGreat Leaps, QuickreadsGreat Leaps, Quickreads – Fluency – Fluency

4. Many Programs are reviewed at 4. Many Programs are reviewed at www.fcrr.org - FCRR Reports

Elements of Reading: VocabularyElements of Reading: Vocabulary– K-3 vocabulary– K-3 vocabulary

Page 54: Immediate, Intensive Interventions: Their critical role within a whole school program to prevent reading difficulties Dr. Joseph K. Torgesen Florida State

What does it take to manage a What does it take to manage a successful interventions in a RF school?successful interventions in a RF school?

1. Well trained teachers who understand the process of learning to read 1. Well trained teachers who understand the process of learning to read and how to identify children lagging behind in development.and how to identify children lagging behind in development.

2. Systematic and reliable assessments to monitor the growth of critical 2. Systematic and reliable assessments to monitor the growth of critical reading skillsreading skills

3. Leadership within the school to allocate intervention resources 3. Leadership within the school to allocate intervention resources appropriately, and to monitor the use of those resourcesappropriately, and to monitor the use of those resources

4. Appropriate materials available to help structure the interventions and 4. Appropriate materials available to help structure the interventions and provide instruction and practice activities at the appropriate level of provide instruction and practice activities at the appropriate level of difficultydifficulty

5. Personnel to assist the classroom teacher in providing intensive 5. Personnel to assist the classroom teacher in providing intensive interventions to the students most in needinterventions to the students most in need

Page 55: Immediate, Intensive Interventions: Their critical role within a whole school program to prevent reading difficulties Dr. Joseph K. Torgesen Florida State

An example of a successful intervention An example of a successful intervention from a research studyfrom a research study

1. Children were identified at the beginning of the year as the 18% most 1. Children were identified at the beginning of the year as the 18% most at risk from a set of schools with an average free/reduced percentage at risk from a set of schools with an average free/reduced percentage of 45%of 45%

2. The schools in the study were using a systematic and explicit program 2. The schools in the study were using a systematic and explicit program of classroom instruction – 90 minute instructional blockof classroom instruction – 90 minute instructional block

3. The intervention was carefully written to be systematic, and to support 3. The intervention was carefully written to be systematic, and to support the scope and sequence of the classroom program– provided more the scope and sequence of the classroom program– provided more practice and more careful monitoring of responses.practice and more careful monitoring of responses.

4. Students received instruction in groups of 3 or 5 students, 45 minutes 4. Students received instruction in groups of 3 or 5 students, 45 minutes a day, five days a week, from October through May – approx. 90 hoursa day, five days a week, from October through May – approx. 90 hours

Page 56: Immediate, Intensive Interventions: Their critical role within a whole school program to prevent reading difficulties Dr. Joseph K. Torgesen Florida State

30

70 75th

50th

25th

October January May

Nati

on

al

Perc

en

tile

Growth in Word Reading Ability

Page 57: Immediate, Intensive Interventions: Their critical role within a whole school program to prevent reading difficulties Dr. Joseph K. Torgesen Florida State

The success in preventing word level reading The success in preventing word level reading difficulties is likely to be an overestimate of our difficulties is likely to be an overestimate of our success in preventing problems on third grade success in preventing problems on third grade

accountability measuresaccountability measures

46% of sample had broad vocabulary scores below 46% of sample had broad vocabulary scores below the 30the 30thth percentile percentile

At end of second grade, although word level skills At end of second grade, although word level skills stayed strong (1.6% below 30stayed strong (1.6% below 30 thth), estimate 4.1% ), estimate 4.1% failure rate for silent reading comprehensionfailure rate for silent reading comprehension

Problem with comprehension will become more Problem with comprehension will become more pronounced as comprehension tests become more pronounced as comprehension tests become more complex -- we need to find a solution for the complex -- we need to find a solution for the “vocabulary gap”“vocabulary gap”

Page 58: Immediate, Intensive Interventions: Their critical role within a whole school program to prevent reading difficulties Dr. Joseph K. Torgesen Florida State

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

When you have a great and When you have a great and difficult task, something perhaps difficult task, something perhaps almost impossible, if you work a almost impossible, if you work a little at a time, every day a little, little at a time, every day a little, suddenly the work will finish itself.suddenly the work will finish itself.

Isak DinesenIsak Dinesen

Page 59: Immediate, Intensive Interventions: Their critical role within a whole school program to prevent reading difficulties Dr. Joseph K. Torgesen Florida State

Thank Thank YouYou

www.fcrr.orgwww.fcrr.orgScience of reading Science of reading

sectionsection


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