Explicit

systematic

intense

teacher influence

The teacher’s influence on student achievement scores is twenty times greater than any other variable, including class size and student poverty.

Fallon , 2003

explicit vs. systematic

New skills introduced in direct manner

Teacher controls use of languageCorrective feedback procedures

explicit vs. systematic

instructional set: from simple to complex

Moves from explicit to implicit over time

connected series of lesson plans over time

cumulative review

clear presentation of strategies

Features of explicit instructionscaffolding student learning

immediate error correction

many examples for practice/instruction

scaffold instructiontemporary devices and procedures teachers useto support students as they learn strategiesI do

we do

you do

scaffold instruction

I do

we do

you do

Teacher modelingGuided practice

Independent practice

Application

scaffold instruction

anticipate / precorrect for student errors

teacher guided practice

immediate feedback

when to gradually release or retain scaffolds

Model /lead through guided practice

Scaffold with inferential questions

Correction can’t happen without feedback

Feedback can’t happen without monitoring

responses through active engagement

types of scaffold instruction

promptsthink aloud

elements of systematiccarefully planned introduction of skills simple to complexteach critical skills dailycumulative practice & reviewpractice to facilitate masterypractice to facilitate automaticitynew skills introduced incrementallyconfusing items need separation

carefully chosen examples

elements of systematic

Skill unknown

accuracy

Fluency

maintenance

elements of systematic

review until no hesitationdistributed over time.cumulative & integrated in complex tasks.Varied to show wide application massed practice vs. distributed practiceHow much review is needed?

Reitsma, P. 1983

elements of systematic

Type of Learner Number of Repetitions

Most Able Less

Average 3-8

Least Able MoreReitsma, P. 1983

Review must follow initial instruction

intensity of instructionIntensity of instruction is the number of positive instructional interactions (pii’s) per day. The greater the number of pii’s per day, the greater the intensity of instruction.

If the quality or effectiveness of the instruction is high, then the two main ways to increase intensity of instruction are to:

1) increase the amount of instructional time and 2) decrease the size of the instructional group

Torgesen, 2006

intensity of instruction

teacher-directed approach

high student/teacher interactionpacing

opportunities to respond

Alterable Variable

Level of Specific Enhancement

Options 1. 2. 3. 4.

Instructional

Delivery

Observe to see if teacher is implementing all parts of the Comprehensive Learning System

Professional develop-

ment to improve

teacher’s skills at

explicit instruction,

error correction, and

opportunities to

respond

Coaching to

Improve teacher’s

skills at explicit

instruction, error

correction, and

opportunities to

respond

Change person teaching

Time

Schedule & deliver

90 minutes of daily

reading instruction

during protected

reading block

Increase reading block

time, e.g., to 120 min.,

and/or add intervention

period daily

Schedule two

intervention sessions

daily (a double dose

of 90 min. + 90 min.)

Schedule before

school, after school,

and summer school

instruction sessions

Grouping

for

Instruction

Check group placement & provide whole & small group instruction

Check for group

homogeneity and

reduce size of small

group

Check further for

group homogeneity

and further reduce

size of small group

Provide individual

instruction if needed

Instructional

Materials

Change placement in program

Add scaffolding to

program

Add additional

intervention

program(s)

Change program(s)

intensity of instruction

Kame’enui, Simmons, Coyne, & Harn, 2003