accelerating students’ growth with the targeted reading intervention (tri) marnie c. ginsberg...
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Accelerating Students’ Growth with the Targeted Reading Intervention(TRI)
Marnie C. Ginsberg Steve Amendum
National Reading Conference2007
A Dual-Level Professional Development Intervention for K-1 Classroom Teachers and their Struggling Learners
“Because effective early reading intervention will always be costly in terms of time, money, and effort, the reading field must strive to develop and test efficient, adaptable ways to provide such intervention.”
-- D. Morris, Tyner, & Perney, 2000
PurposeOur purpose is to describe how theory and research informed the development of the Targeted Reading Intervention (TRI)–a dual-level reading intervention, integrating early intervention & professional development for the benefit of primary-grades teachers and their struggling students.
teacher
s
struggling
students
Transactional model of early reading development
Cognition:Share’s Self-
Teaching Hypothesis
Explaining Cumulative
Effects:Stanovich’s
Matthew Effects
Motivation: Guthrie’s
Reading as Engagement
The Relational:Literacy via the teacher-
child relationship
(Pianta)
Child
Teacher
The Interaction of Decoding & Sight Words
How did theory and research inform the TRI instructional design?
From theory to TRI practice
• Share’s Self-Teaching Hypothesis
• Guthrie’s Reading as Motivation
• Stanovich’s Matthew Effects
• Literacy via the teacher-child relationship (Pianta)
• Integrating phonemic awareness, phonics, & sight word practice in the context of real words; student discovery
• Beginning with books; focusing on student’s interests; hand’s on activities; constant challenge; responding to the student
• Early intervention; enhancing pedagogical & content knowledge of classroom teacher; comprehensive model of reading; instructional continuity
• 1-on-1 time daily; responding to the student’s responses; instructional continuity
The Targeted Reading
Intervention Model
How did theory and research inform the TRI professional development design?
Professional development: theory & research to practice
• Content knowledge more effective teaching (Carreker et al., 2005; Cooter, 2003; Timperley & Phillips, 2003)
• Coaching teachers as they learn reading content and pedagogy(e.g., Blachowicz, Obrochta, & Fogelberg, 2005; Cooter, 2003)
• Integrated with teachers’ daily work and school lives (Kelleher, 2003; Taylor & Pearson, 2004; Taylor, Pearson, Peterson, & Rodriguez, 2005)
• Site-based learning communities working toward common goals; driven by student assessment data (Guskey, 2003; Hasbrouck & Denton, 2007; Morris, Chrispeels, & Burke, 2003; Taylor & Pearson, 2004; Taylor et al., 2005)
• Knowledge of early reading development; efficient reading strategies; diagnostic thinking skill
• Ongoing collaborative consultation; diagnostic thinking
• Focused on one struggling reader & their daily performance
• Weekly/bi-weekly problem-solving team meetings, revolving around individual student’s daily performance
What is the instructional framework of the TRI and why is it unique?
What is the Targeted Reading Intervention?• For struggling K-1
students • Intensive, diagnostic
reading instruction • Daily; 15-20 minutes• Given by the
classroom teacher• One-on-one small
groups• Rapid reading
growth
What makes the TRI unique?The combination of–Classroom teacher tutors–Teacher-student relationships–Individual diagnostic teaching model–Real reading from the start–Integrating phonemic awareness, phonics, &alphabetic principle 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)
The Interaction of Decoding & Sight Words
TRI framework
Guided Oral Reading(~5+ minutes)
TRI Extensions
The Targeted Reading
Intervention Model
What makes the TRIprofessional development unique?
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
– Serves as leader for school-wide capacity building• 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?
Significance of this dual-level intervention, integrating early intervention and professional development
• TRI integrates multiple goals for students, teachers, and schools – Efficient, effective professional development:
integration of reading content with community-based problem-solving process
– Effective early intervention: students’ rapid growth
– Benefits of push-in model• Instructional continuity for child across day• Teachers learn via their own specific student’s needs• Teacher/child relationship; spinoffs for behavior &
general classroom engagement
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
• 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.• 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
• 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