mcdowell county schools closing the gap for struggling readers april 29, 2009 chuck aldridge and...
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McDowell County McDowell County SchoolsSchools
McDowell County McDowell County SchoolsSchools
Closing the Gap for Closing the Gap for
Struggling ReadersStruggling Readers
April 29, 2009April 29, 2009
Chuck Aldridge and Teri QueenChuck Aldridge and Teri Queen
Goals for Today!
• Ensuring fidelity and strategies are in place to increase the percentage of students reading and performing mathematics at grade level each year
• Ensuring fidelity and strategies are in place to decrease the percentage of students with serious reading difficulties each year at each grade level.
Percentage of SWD in McDowell County Schools AAGL
2002-2003
2003-2004
2004-2005
2005-2006
2006-2007
2007-2008
READING 44.9 52.8 70 73.1 72.1 25.8
NC 54.8 55 57.4 63.2 64.8 26
MATH 71.8 73.6 78.8 37.2 42.6 44.2
NC 65.9 66.6 65.7 36.4 39.9 43.2
• COMPARISON OF READING PROGRESS OF ALL STUDENTS
• AND STUDENTS WITH DISABILITIES (SWD)
• 2001-2007 • • Percent At or Above Grade Level
GAIN 00-01 01-02 02-03 03-04 04-05 05-06 06-07
• ALL NC• STUDENTS 77.1 79.5 84.9 85.3 85.7 86.7 87.4 10.3
• • NC SWD 44.3 50.1 54.8 55.0 57.4 63.2 64.8 20.5
Western Region % AAGL
Reading Grades 3-8• Henderson- 55.5• Yancey- 34.6• Jackson- 33.1• Haywood-31.6• Buncombe- 28.2•McDowell- 25.8• Mitchell- 24.7• Rutherford- 21.6
I Have a Dream
• We have come to this hallowed spot to remind America of the fierce urgency of NOW…
• We have no time for the tranquilizing drug of gradualism…
Dr. Martin Luther King Jr.August 28th, 1963
Challenges…• Educators must begin to embrace
data as a useful indicator of progress. They must stop disregarding or excusing unfavorable data and honestly confront the sometimes-brutal facts.
-Dufour, 2004
“Why weigh the hog unless you are going to feed it?”
Reid Lyon, Language! TOT, 2005
Goal: All children are reading at or above grade level by grade 3
Scientifically Based Reading Research
Phonemic Awareness
Phonics
Fluency
Vocabulary
Text Comprehension
Classroom based screening, diagnostic and ongoing assessments used in
instructional planning
Evidence-based instructional approaches, materials, and programs for classrooms and interventions for
struggling readers
Professional Development
Instructional Leadership
Connecting SBRR with instruction
Adapted from ncpublicschools.org/readingfirst
Without Proper Implementation, SBR
Will Not Matter• We are faced with the paradox of
non-evidence based implementation of evidence based programs.
• Even “research based practices” are like raw material: of very limited value until they are intelligently integrated in context.
Table Talk• Tell the strengths and needs of your school system in
regards to literacy.
• Does your school currently have in place research-based reading programs for at-risk, intervention or EC students?
• Is your school system currently using a research-based core reading program? If so, are you also using the intervention supplement that comes along with it?
The essential elements for success
Practices from effectiveDistricts, Schools, and
Classrooms
Provides information about how to assemble
and integrate all the components that are effective in improving
achievement.
Scientific research in reading and
reading instruction
Provides information about the instructional and assessment procedures that are most effective
Factors In Sustained Use Of
Research-Based Reading Programs
• Deliberate and realistic plan
• Teachers understand rationale
• Support systems in place
• Sufficient administrative support
• Explicit link between assessment
data and changes in instruction
Scientifically Based Interventions
• They always increase the intensity of instruction – they accelerate learning
The STANDARDAll policies, programs, and practices are
considered through the lens of:How does this impact student learning? Those that encourage
learning are embraced. Those that interfere with learning are discarded.
Using Intervention Programs
Pros
• Supportive Research• Professional Development• Predetermined Scope and Sequence• Pre-Published• Ability to match the materials to the
needs
Using Intervention Programs
Cons
• A single program may not meet every child’s needs
• Several different programs may be required
• Cost
Developing An Implementation Plan
Who?
– Target students – identification process
– Assessment tools and areas to assess
– Data collection
– Staff
Developing An Implementation Plan
Does it Work?
– Frequent assessment of students
– Assessment drives instruction
– Formal review process of student progress and program effectiveness
– Strong leadership and commitment of all involved/incentives
To Be Effective, Instruction For Students With Reading Difficulties, Must Be…
“more intensive, more relentless,
more precisely delivered, more
highly structured and direct,
and more carefully monitored
for procedural fidelity.”Ken Kavale, 1996
To Be Effective, You Must:
• Know your stuff,
• Know who you’re stuffing,
• Know why you’re stuffing,
• Stuff every minute of every lesson.
The Three Commandments of Relentlessness
The first commandment: Let no child ‘escape’ from first grade without being proficient in phonemic decoding skills
The second commandment: As children become accurate and independent readers, encourage, cajole, lead, beg, support, demand and reward them for reading as deeply and broadly as possible.
The Three Commandments of Relentlessness
The third commandment: Beginning in Kindergarten, teach vocabulary and thinking skills as intensely, and robustly as possible.
Torgesen, 2004
Differences in Learning to Read
• Able to read:
• Learn with ease:
• Learn with support:
• Learn with intensive support:
• Have pervasive reading disabilities:
Adapted by B. Bursuck based on Lyon, 1998
Other Estimates Of The Reading Problem• 1/3 of poor readers come from college
educated parents • 20% of all students have serious reading
problems• Another 20% do not have enough skill to
read with enjoyment• Reading researchers have shown that
95% of students can learn to read with high levels of fluency and comprehension
(Louisa Moats, 1999)
Catching Up?
How fast could How fast could
a 3rd grader, a 3rd grader,
reading 2 years reading 2 years
behind, catch behind, catch
up to grade up to grade
level?level?
1
6
5
4
2
3
7
2
4
Progress per year
6 mo.
1
6
5
4
2
3
7
4
2
Progress per year
12 mo.
2
6 mo.
1
6
5
4
2
3
7
4
2
Progress per year
2
18 mo.
2
12 mo.6 mo.
The Effects of Weaknesses in Oral Language on Reading Growth
(Hirsch, 1996)
5 6 7 8 9 10 11 12 13 14 15 16
16
15
14
13
12
11
10
9
8
7
6
5
Re
adi
ng
Ag
e L
eve
l
Chronological Age
Low Oral Language in Kindergarten
High Oral Language in Kindergarten
5.2 years difference
Measures of Parent and Child Language
Families
Professional Working-Class Welfare
Measures Parent Child Parent Child Parent Child
Recorded Vocab. 2,176 1,116 1,498 749 974 525
size
Average utterances 487 310 301 223 176 168
per hour
Average different 382 297 251 216 167 149
words per hour
Hart & Risley, 1995
Differences in exposure to words Differences in exposure to words
over one yearover one year
Children in Professional Families -- 11 Children in Professional Families -- 11 millionmillion
Children in Working-Class Families -- 6 Children in Working-Class Families -- 6 millionmillion
Children in Welfare Families -- 3 millionChildren in Welfare Families -- 3 million
(Hart & Risley, 1995)
The Expanding Achievement Gap
Grade in School
Ach
ieve
me
nt
K 1 2 3 4
HIGH GROUP
HIGH GROUP
MIDDLE GROUP
MIDDLE GROUP
LOW GROUPLOW GROUP
Brainstorming Activity
What are some What are some
common causes of common causes of
reading and spelling reading and spelling
problems?problems?
Causes of Persistent Reading Difficulties • 90% of poor readers have problems
with word reading accuracy
• Reading difficulty is related to inherited brain differences
• Phonological processing problems are the cause of most reading difficulties:– Phonological awareness– Rapid naming/word retrieval– Working memory
Students With PhonologicalAwareness Problems...
• Have difficulty segmenting words into sounds
• Have difficulty mapping sounds to letters or letter patterns
• May try to memorize words or over rely on context
• May be misdiagnosed as having comprehension problems
Students With Naming Problems...
• Difficulty quickly naming even familiar concepts such as colors, numbers, letters
• Difficulty learning names
• Recall information in context but not in isolation
Students With Naming Problems...
• Describe items rather than giving specific name
• Confuse names of items within categories: blue-green; here-there
• Appear to learn names but then “forget”
Students With Working Memory Problems...
• Have difficulty holding sounds in memory as they sound out a word
• May have difficulty holding words in memory to get the meaning of a sentence
Double And Triple Deficits• Students may have a combination
of 2 or all 3 of these problems:– Phonological awareness– Rapid naming/word retrieval – Working memory
• Double and triple deficit students are the most difficult to remediate
Struggling readers and spellers
• poor readers tend to be poor spellers
• deficit in phonological awareness
• poor PA makes memory of letter patterns difficult
• cannot deal with several layers of language because no layer is automatic
• improvement in reading often faster than improvement in spelling
Moats, 1996
“Dyslexia is a specific learning disability that is
neurobiological in origin. It is characterized by
difficulties with accurate and/or fluent word
recognition and by poor spelling and decoding
abilities. These difficulties typically result from a
deficit in the phonological component of language
that is often unexpected in relation to other
cognitive abilities and the provision of effective
classroom instruction...
specific learning disabilityspecific learning disability
difficulties with accurate and/or difficulties with accurate and/or fluent word recognitionfluent word recognitionpoor spelling and decoding abilitiespoor spelling and decoding abilities
deficit in the phonological deficit in the phonological component of languagecomponent of languageunexpected in relation to unexpected in relation to
other cognitive abilitiesother cognitive abilitieseffective classroom instructioneffective classroom instruction
neurobiologicalneurobiological
What Is Dyslexia?
… “Secondary consequences may include problems in reading comprehension and
reduced reading experience that can impede growth of vocabulary and
background knowledge.”
Secondary consequencesSecondary consequencesproblems in reading comprehensionproblems in reading comprehension
reduced reading experiencereduced reading experienceimpede growth of vocabulary and impede growth of vocabulary and background knowledgebackground knowledge
What Is Dyslexia?
Normal vs DyslexicNormal vs Dyslexic
LLRR
Brain Imaging
Neural Response to Intervention
Does the pattern of brain activation change in response to intervention?
8 children with severe dyslexia (7 to 17)8 week intense phonologically- based
intervention (2 hours a day= up to 80 hours of instruction)
Very large improvements in reading ability
Simos et al., Simos et al., NeurologyNeurology, 2002, 2002
Strong activation Strong activation patternpattern
Weak activation Weak activation patternpattern
Decreased activity Decreased activity in right hemispherein right hemisphere Increased activity in Increased activity in
left hemisphereleft hemisphere
Dyslexia• Is an appropriate label for 5% of
students with reading problems
• Is a matter of degree of difficulty with reading and not a different type of problem
• Is not seeing words backwards or seeing shaking letters
• Verbal intelligence
• Visual problems
• Attentional difficulties
• Lack of appropriate instruction
• Pre-school language delay or impairment
• Limited English Proficiency
Additional Factors In Poor Literacy Skills
Components Of Reading Instruction
COMPREHENSION
DECODINGPhonemic AwarenessPhonics/Word Attack
Sight words FLUENCYRate
AutomaticityExpression
Background KnowledgeVocabularyStrategies
Text Structure
Principles of Reading Instruction
– Principles of Instruction for all students• explicit
– Principles of Instruction for at-risk students• systematic
– Principles of Instruction for persistent reading problems• multisensory
– Principles of Instruction for double-deficit students• decodable text
Principles Of Reading Instruction
For All Children• Teach phonemic awareness and
phonics explicitly, systematically, and early (kindergarten & grade 1).
• Provide frequent opportunities for guided, oral reading.
• Teach vocabulary and a variety of strategies for comprehension.
Felton & Lillie, 2001
Teaching At-Risk Children To Read
• Teach phonemic awareness skills early.
• Teach sound-spelling associations explicitly and in a careful sequence.
• Teach sounding out and blending directly.
• Use decodable text for practice.
• Read good literature to students for language comprehension.
Felton & Lillie, 2001
Principles Of Remediation for students with persistent
problems learning to read • Base instruction on assessment.
• Use systematic, cumulative, explicit, direct, and multisensory instruction.
• Use guided discovery and guided practice.
• Teach for mastery and automaticity.
Felton & Lillie, 2001
Teaching Students With Double Deficits
• Use explicit phonological awareness instruction. Blend and segment words with three sounds.
• Teach a few letter-sounds to make CVC words. Use cues for recall. Letter-sounds more important than letter names.
• Use explicit instruction at all levels of decoding/encoding.
Felton & Lillie, 2001
Teaching Students with Double Deficits
• Use decodable text until skills well established
• Use explicit instruction in reading and spelling irregular words
• Teach each skill to mastery and automaticity. Use over-learning, systematic review, and sufficient cues
Teaching Students With
Double Deficits• Teach fluency and comprehension
strategies throughout reading instruction.
• Strengthen word associations and meanings and provide strategies for retrieval.
• Provide continual instruction so skills are not lost. Instruction during school breaks may be needed.
Felton & Lillie, 2001
Learning to Read and Spell: A National Problem
Summary• From 20% to 40% of students experience
difficulty with reading and spelling
• Problems with reading and spelling persist throughout schooling and adult life
• Most reading problems are at the level of decoding words
Learning to Read: A National Problem
Summary
• Most poor readers have problems with phoneme awareness, rapid naming, and/or working memory
• To become a skilled reader a child must link letters to sounds
• To become a skilled speller a child must link sounds to letters
• There are recognized stages of reading and spelling development
Insuring all Students Make Expected Yearly
Growth• Strong Core Reading instruction for all students• Enough Time spent to meet the needs of many
students who do not typically receive powerful support at home
• Enough quality so that the increased instructional time is spent effectively
Instructional time X Quality =
GROWTH
Whether of not we achieve these goals
depends on the strength of our instruction to do two things during the
year
• Insure students who are behind make expected yearly growth PLUS catch up growth
Fidelity of Reading Instruction
• Average of Sessions at end of Feb. 2009-
43 3630 3840 56IC IC
Fidelity of Reading Instruction
• Average of Sessions Missed at end of Feb. 2009-
50 4538 6536 50IC IC
Average- 47
Our Challenge
• Ensuring fidelity and strategies are in place to increase the percentage of students reading and performing mathematics at grade level each year
• Ensuring fidelity and strategies are in place to decrease the percentage of students with serious reading difficulties and math difficulties each year at each grade level.
Sources
• Adams. M. (1990). Beginning to Read: Thinking and learning about print. Cambridge, MA: MIT Press.
• Dickman, G. (2003). “Theme editor’s summary: The nature of learning disabilities through the lens of reading Research.” Perspectives, Spring.
Sources• Moats, L. (1999) Teaching reading is rocket science: What expert teachers
of reading should know and be able to do. A publications of the American Federation of Teachers.
• National Assessment of Education Progress (2003) . Website: nces.ed.gov/nationsreportcard.
• North Carolina Department of Public Instruction (2003). Website: ncreportcards.org.
• Shaywitz, S. (2003). News Release. National Institute of Child Health and Human Development.
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