striving readers comprehensive literacy program: considering the needs of students with or at-risk...

Striving ReadersComprehensive Literacy Program:Considering the Needs of Students

With or At-Risk for Reading Disabilities

Paige C. Pullen, Ph.D.

University of Virginia

November 19, 2010

U.S. Department of Education

What are the multiple influences on reading comprehension?

Reading Comprehension

Early Language Experiences

BackgroundKnowledge

Activation of Background Knowledge

Vocabulary

Depth of Word

Knowledge

Breadth of Word

Knowledge

Decoding

Fluency

Phonemic Awareness

Knowledgeof Text

Structures

Are there other influences on reading comprehension? Are some specific to

students with disabilities?

Reading Comprehension

Working Memory Capacity

InterestMotivation

MetacognitiveAbilities

(regulation and repair)

RapidNaming

Remediation-Intervention-Prevention

• Remediation refers to the process of correcting a deficiency.

• Intervention refers to the process of coming into or between so as to hinder or alter an action (i.e., stop failure).

• Prevention is the process of keeping something from happening.

QuickTime™ and a decompressor

are needed to see this picture.

(Cooper, Chard, Kiger, 2006)

Framework for Prevention and Intervention

Assess and Diagnose

Teach/Reteach

Reassess

Apply Practice






Assess and Diagnose

Teach/Reteach

Reassess

Apply Practice

• What are the student’s strengths and weaknesses?

• Gather data– Standardized tests

– Informal measures

– Teacher observations




Assess and Diagnose

Teach/Reteach

Reassess

Apply Practice

• Provide direct, explicit instruction in the strategy, skill, or process the student needs based on your assessment and diagnosis.

• Model the skill and provide direct explanation.

• This step is the “Let me show you how to do it” step.




Assess and Diagnose

Teach/Reteach

Reassess

Apply Practice

• Provide multiple opportunities to use what has been taught.

• Begin with practice that provides significant teacher support. “Let me help you.”

• Move to more independent practice. “Now you do it.”




Assess and Diagnose

Teach/Reteach

Reassess

Apply Practice

• Student applies the skill learned in real reading.

• Continue gathering observational data about the child’s use of the strategy during reading.

• Remember…the goal is to have the student use the strategy independently in his or her own reading.




Assess and Diagnose

Teach/Reteach

Reassess

Apply Practice

• Has the student learned what you have provided through direct, explicit instruction?

– Assess during teaching and practice opportunities.

– Assess following teaching and practice opportunities.

• Use data to make a decision.– Reteach the skill if it was not

mastered.– Teach a new skill/strategy that is

appropriate to the systematized instructional sequence.



Consider the Multiple Influenceson Reading Comprehension

How do the multiple influences on reading

comprehension translate into what to assess and

diagnose?QuickTime™ and a

decompressorare needed to see this picture.

What do I assess, diagnose, teach?



Oral Language



Print Awareness

PhonemicAwareness



Vocabulary

ReadingFluency



ReadingComprehension



WordRecognition



Reading Skills of a Skilled Reader



Reading skills of an Impaired Reader

Where do I begin my intervention?

• Assess and diagnose using the guidelines presented.

• Select the skill lowest in the hierarchy of reading development.

• Move systematically through the hierarchy of reading skills.

• Keep in mind that students are building many skills simultaneously.



Beginning theDiagnosis and Intervention Process







To do so, teachers must:

• understand the reading process;

• know how to assess each key area of reading;

• understand the framework for prevention and intervention; and

• possess the knowledge and skills to implement multiple strategies for intervention and prevention.

How can districts and states support children at risk for or with disabilities?

• Consider the story of Eve--


• Consider the story of Eve--– Struggled with literacy development from kindergarten– In first grade, Eve was provided two days of intensive support from

August to January (Tier 2?)– She was provided two additional days of intensive support from

January to May (Tier 3?)– Attended summer school, private tutoring. Still struggling.– At the beginning of second grade, Eve received 2 days of

additional reading support (back to Tier 2?)– School district denied the parents a full evaluation for a learning

disability, quoting, “Special education is a detriment to children.” And, “There’s no such thing as special education for students with learning disabilities anymore.”


• Provide early and intensive support for children at risk for reading disabilities.

• Implement excellent Tier 1 instruction to all children through a comprehensive literacy program.

• Identify children who need additional support. • Provide evidence-based instruction through increasingly intensive

instruction (i.,e., RTI).• Provide full evaluations for students who have expected disabilities.• Continue excellent evidence-based instruction for children identified

with disabilities and follow an individualized education program (IEP).

• Advocate for children and youth with disabilities to ensure that we continue to consider their rights to a free and appropriate public education with supports and accommodations as needed.

Thank you for considering the rights of Eve and the many children who struggle

with learning disabilities.

TEACH [email protected]

striving readers comprehensive literacy program: considering the needs of students with or at-risk...

Documents

applypractice slide

reading ski

real reading

department of education

reading disabilities

prevention remediation

applypractice student

repair rapid naming