teaching together: pilot study of a tiered language and ... · language and literacy intervention...
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Teaching Together: Pilot Study of a Tiered Language and Literacy Intervention with
Head Start Teachers and FamiliesTricia A. Zucker, Sonia Q. Cabell, Yaacov Petscher,
Heather Mui, Susan H. Landry, Jamie TockSRCD Biannual Meeting, Baltimore, March 2019
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AcknowledgementsResearch reported in this publication was supported by the Institute of Education Sciences (IES) under award number R305A150319 to UTHealth and Florida State University.Special thanks to Maria Carlo, Hilary Kalin, Erin Jacobs, Azahara de la Vega, Susie Morales, Laura Fox, Stephanie Copp, Carrie Gomez, Nancy VanderLinden, HyeJin Hwang Cheryl McCallum, Gisela Trevino, and Emily Roden for their thoughtful work on this project.
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How can we narrow the reading achievement gap for at-risk students?Theoretical Frameworks: Early intervention for students experiencing poverty
Community Supports
Teacher(s)
Family Caregivers
Pre-K child experiencing
poverty or other risks
Tier 3
Tier 2 Supports: Additional classroom instruction & reduce barriers to informal
learning at home
Tier 1 Supports: Evidence-based classroom instruction &
supports for informal learning at home/community
Strengthenthe Learning Ecosystem
Tailor Resources with Multi-Tiered Systems of Support (MTSS)
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Instructional Targets & Timing
@ Home: Pre-k period is a key juncture to increase parent involvement such that parents view themselves as their child’s first and most important teacher@ School: Pre-k instruction should provide the foundation for later reading comprehension require improving academic language and early literacy skills
Kleeck, A. V. (2008). Providing preschool foundations for later reading comprehension: The importance of and ideas for targeting inferencing in storybook‐sharing interventions. Psychology in the Schools, 45(7), 627-643.
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Research Questions – Pilot Study
1. Can the new program be implemented with adequate fidelity?2. What are the effects of the increasingly tailored tiers of school plus home interventions contrasted with the business-as-usual (BAU) program on:
(a) children’s language skills (b) children’s literacy skills
3. For which children were the interventions more or less beneficial, depending on children’s:
(a) dual language learner (DLL) status(b) initial skill levels(c) end of year skill level, examining varying points of the conditional distribution of the outcome
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Intervention Components
MTSS Framework• Classroom: Supplemental Curriculum
• 4 days per week – 2 lessons per day• Tier 1 – whole-group shared reading• Tier 2 – small-group with 4 students
• Family: Education & Information Supports• Tier 1 – 6 museum co-developed workshops• Tier 2 Basic – provide books and materials to
reduce barriers to informal learning at home• Tier 2 Enhanced – provide 4 coaching sessions
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Tier 1 Classroom: Interactive Shared Book Reading(90 lessons, 15-20 minute each)
Lesson 2 Vocabulary cards (front > back)
Teacher Professional Development:• 3 training days• ~5 coaching sessions• Modeling videos (some via mobile app)
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Tier 2 Classroom: Small-Group Activities(76 lessons, 10 minutes each)
Classroom Kits:• $1,100 for all materials
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Tier 1 Family: Afterschool Workshops(6 workshops, 60 minutes each) Workshop Kits:
• $1,500 per facilitator• 4 facilitators
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Tier 1 Family: Afterschool Workshops(Entire Tx classroom invited, not just focal family subsample)
Facilitator script Parent handout Activity Instructions MuseumPass
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Tier 2 Family Basic: Add Materials(Research staff phone call explaining, then delivered via “backpack mail”)
4 books – sticker in cover with talking points
Family Kits:• $40 per family• Bilingual
English/Spanish
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Tier 2 Family Enhanced: Add Coaching(4 sessions in 3-5 weeks)
Coaching Sessions:• $200 per family,
per session
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Family: Weekly Text Messages
Tier 1 Mon. Tier 1 Wed. Tier 2 Tues./Thurs.
Text Messaging Service:
• $100 per school
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Methods
Highlights• 33 classrooms from three Head Start
agencies (n=17 Tx, n=16 BAU)• Screened 426 children – all scored below
language and/or literacy benchmarks• 170 children/families selected and
randomized to:• Tier 1 Only (n=38)• Tier 2 Basic (n=29) • Tier 2 Enhanced (n=31)• BAU (n=72)
Child Demographics:
• Age M = 4 years, 5 months
• mostly Hispanic, African American
• 66% DLL (mostly Spanish, but 13% other)
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Results
Highlights – Fidelity showed variability Highlights – Child Outcomes• The most intensive intervention positively
impacted proximal word learning • The least intensive intervention showed
promise on distal word learning • There were unexpected negative findings on
literacy outcomes (g = -.22 to -.30).• One moderation for Tier 2 Basic DLL – perform lower
on letter naming• No moderation identified for initial skill level
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Child Outcomes
• The least intensive Tier 1 intervention showed evidence of promise on distal word learning
(t =1.95, p = .058, g = .39)
• Broad vocabulary: Peabody Picture Vocabulary Test-4 (PPVT)
g = .39
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The most intensive Tier 2 Enhanced intervention positively impacted proximal word learning
Sample Item: Teaching Together Taught Vocabulary
Computer audio: “The word is___. Point to the best picture for ____.”
g = .46*
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Child Outcomes: Quantile Regression Who?g = .46*
• LQMM results clarified the primary impact findings of Tier 2 Enhanced significant proximal word learning effect on TT Taught Vocabulary:
• Larger effect sizes at the highest quantiles
.10 .20 .30 .40 .50 .60 .70 .80 .90
t g t g t g t g t g t g t g t g t g
Tier 1 .45 .12 -.40 -.11 .64 .19 .08 .03 .97 .30 1.02 .30 1.34 .36 2.39 .57 2.61 .57
Tier2 Basic
.00 .00 .92 .19 .62 .14 -.03 -.01 .32 .08 .65 .15 .73 .18 .23 .07 .42 .14
Tier2 Enhanced
1.21 .30 1.70 .41 2.08 .48 1.73 .43 1.87 .49 2.23 .52 2.38 .65 1.96 .59 2.37 .79
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Teacher Fidelity of Implementation
Dosage Implemented:79% of the 91 Tier 1/whole-group lessons
66% of the 76 small-group lessons
BUT lowest lesson types: PA, writing, and retell
Adherence to Lesson Steps:77% of the Tier 1/whole-group lesson steps
83% of the small-group lesson steps
BUT implement 83% of script, but only 66% of less scripted verbal scaffolding
Teacher Satisfaction:High for curriculum materials (>3.5 of 4-points)
BUT lowest for mobile app designed to track and support implementation (e.g., app crashes)
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Tier 1 Workshops: Will you come?
High satisfaction,
butdecreasing attendance
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Tier 2 Basic Materials: Did you open the kit?
Tier 2 Basic Families:Used books/prompts M = 2.50 (SD = 1.32)Used activities/games M = 2.75 (SD = 1.26)
Tier 2 Enhanced Families:Used books/prompts M = 2.89 (SD = 0.78)Used activities/games M = 3.13 (SD = 0.78)
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Tier 2 “Lite” Coaching: Is it true that less is more?
70%
13%
17%
Coaching Completion
All 4 CoachingSessions Completed1-3 CoachingSessions CompletedDeclined Coaching -No Sessions
Parent Feedback on TT Coaching: “It helps both parents and kids become more active with each other and it teaches the kids
the importance of reading!!!”
“Ayuda a generar confianza con tus hijos y que a ellos les interese mas cosas en la escuela.”
“The program really helps me to converse with my daughter.”
“I would recommend this program to other parents because as foreign person helps to be
involved in new culture.”
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Conclusions
Tier 3
Tier 2 Supports: Additional classroom instruction & reduce barriers to informal
learning at home
Tier 1 Supports: Evidence-based classroom instruction &
supports for informal learning at home/community
• To strengthen the academic vocabulary learning ecosystem of at-risk students, the most intensive Tier 2 supports at school and home were beneficial.
• But to improve broad vocabulary, less intensive Tier 1 classroom and family workshop were promising.
• Future work should prepare for classrooms with “superdiverse” DLLs and family supports
• These literacy supports were likely not of sufficient intensity in this Head Start sample
Tailor Resources with Multi-Tiered Systems of Support (MTSS)