accelerating rural students’ growth with the targeted reading intervention a dual-level...
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Accelerating Rural Students’ Growth with the Targeted Reading InterventionA Dual-Level Intervention for Rural K-1 Struggling Learners and their Teachers
Steve AmendumMarnie GinsbergLynne Vernon-FeagansNREA Research Symposium, 2007
Targeting instructional match in every interaction…
Purpose
The purpose of this study is to improve the teaching strategies of rural kindergarten and first grade teachers in literacy, with a specific focus on strategies that are effective with struggling readers who do not make reading gains using traditional reading instruction.
Who are we?
• Research project• Part of the National Research
Center on Rural Education Support– www.nrcres.org
• Funded by the Institute of Education Sciences (IES)
Cierra
• “the most challenging student…that I had in all my years of teaching”
• “I did not know at what moment when she came in the classroom what that day was going to be like. And if she was just going to snap and …lose it – what was she going to do?”
How did theory and research inform the TRI design?
Why focus on rural kindergarten and first grade teachers?
• First years of school– (Alexander& Entwisle, 1992; Juel, 1988; Vernon-Feagans,
Odom, Pancsofar & Kainz, in press; Vernon-Feagans, Gallagher & Kainz, in press)
• Rural teachers’ experience/access – (GAO report, 2004; Lee & Burkham, 2003)
• Satisfaction/preschool experiences – (Israel, 2004; Vernon-Feagans et al., in press)
Why focus on struggling learners?• Rate of progress below expectations
– (Pianta, 2001; Meisels, 2001)
• NCLB spotlight • Impacts behavior
Why focus on literacy?
• Foundation for subsequent academic learning – (Lyon et al., Snow, Burns & Griffin; 1998;
Vernon-Feagans, 1996)
• End of first grade decoding accounts for 40% of reading comprehension during secondary school – (Foorman et al., 1997)
What is the TRI and why is it unique?
What is the Targeted Reading Intervention?
• For struggling K-1 students
• Intensive, diagnostic reading instruction
• Daily • Given by the
classroom teacher• One-on-one small
groups• Rapid reading
growth
What makes the TRI unique?
• Intensive collaborative consultation
• Individual diagnostic teaching model
• Classroom teacher tutors• Teacher-student relationships
What makes the TRI unique?
• Real reading from the start– Always in the
context of words– Letter-sound
knowledge– Mapping sounds
to print
• Low cost/adaptability
TRI frameworkRe-Reading for Fluency
(~2+ minutes)
Word Work(~8+ minutes)
Guided Oral Reading(~5+ minutes)
TRI Extensions
TRI framework
Re-Reading for Fluency(~2+ minutes)
TRI Extensions
TRI framework
Word Work(~8+ Minutes)
TRI Extensions
Initial word work strategies
– Segmenting Words
– Change One Sound
– Read, Write, & Say
– Pocket Phrases
Word Work(~8+ minutes)
Word Work example: Change One Sound
TRI framework
Guided Oral Reading(~5+ minutes)
TRI Extensions
Guided Oral Reading examples
What makes the TRI professional development unique?• Summer institute• Weekly TRI Team meetings• Monthly workshops• Ongoing collaborative consultation
What makes the TRI Professional Development unique?
Ongoing collaborative consultation:• TRI Consultant, in NC, provides support all
year• On-site Consultant, for K-1 teachers
– Facilitates the TRI Professional Development process
• Bi-weekly individual consultation– Via webcam– Focus on the TRI session and the specific student’s
needs
• Weekly or bi-weekly problem-solving meetings – driven by TRI diagnostic teaching and a problem-
solving process
What makes the TRI professional development unique?
What makes the TRI professional development unique?
Preliminary TRI Results
Three studies: TRI in rural low-wealth schools
• Study 1– one semester TRI intervention – non-Reading First schools – 168 K-1st children
• Study 2 – two semester TRI intervention – Reading First schools – 170 K-1st children
• Study 3 – in-depth case study of TRI instruction– one teacher and 1st grade student
Research design: Study 1 and Study 2
• Randomly assigned schools to intervention or control
• All kindergarten and first grade classrooms
– 5 focal children in each classroom were randomly selected from those children identified by the teacher as struggling learners
– 5 non-focal children in each classroom were randomly selected from those children identified by the teacher as not struggling learners
Study 1--Key findings
• Struggling students who receive the TRI with adequate implementation – greater growth in the Woodcock-Johnson
Letter/Word ID subtest – greater growth in the Peabody Picture
Vocabulary Test.
• No K-1 children retained in experimental school– 10 retained in control schools
Study 2--Key findings
• Struggling students identified to receive the TRI – greater growth in the Woodcock-Johnson
Basic Reading cluster– greater growth in the Woodcock-Johnson
Letter/Word ID subtest
• Struggling students who receive the TRI with adequate implementation – greater gains in their teachers’ ratings of
their literacy skills
Study 3
• One first grader, “Cierra”– Struggled with reading
and academics• Pre-primer reading
instructional level
– Exhibited serious behavior problems
• TRI instruction March 10, 2006 thru May 10, 2006
Study 3—Key findings
Dramatic improvement in multiple areas– Phonemic awareness– Phonics knowledge– Oral reading fluency– Instructional reading level– Self-selected reading practice– General classroom behavior– General classroom performance– Teacher-student relationship
Phonemic awareness improvements
0
10
20
30
40
50
60
3/10/2006 3/24/2006 4/7/2006 4/21/2006
Phoneme Segmentation Fluency Nonsense Word Fluency
Phonics knowledge improvements
Nu
mb
er
corr
ect
Oral reading fluency improvements
Instructional reading level Improvements
• March 10– Pre-primer reading instructional level
(94% accuracy)
• April 11– First-grade reading instructional
level (90% accuracy)
Self-selected reading practice
0.0
0.5
1.0
1.5
2.0
2.5
3.0
3.5
Nov Dec Jan Feb Mar 1-20 Mar 21- Apr24
Te
sts
Ta
ke
n p
er
Da
y*
11/05 12/05 1/06 2/06 3/1-3/20 3/21-4/24
One teacher’s experience…
Final thoughts
• TRI = effective early intervention
• TRI = effective professional development processes
• Flexible, sustainable & portable
The Targeted Reading
Intervention Model
The Interaction of Decoding & Sight Words