title hanson initiative for language & literacy (hill) hanson initiative for language &...
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Title
Hanson Initiative for Language & Literacy (HILL)Hanson Initiative for Language & Literacy
Linking Theory to Best Practices in Reading
Sharon Weiss-Kapp M.Ed. CCC SLPAdjunct Clinical Assistant ProfessorMGH Institute of Health Professions
Senior Clinical Associate Children’s Hospital Boston
Outline for Discussion Points for “Theory to Practice” Presentation Interferences to learning related to executive skill
support Interferences to reading related to strands of
spoken language Interferences to reading related to meaning Interferences to reading related to orthographic
Skills Lexia and the Response to Intervention Model
Interference to Learning: Executive Skill Difficulties
Attention Working memory Inhibition of competing stimuli Automaticity of skills Maintenance of task Monitoring performance Shifting of task
From Call of the Wild by Jack London
He had never seen dogs fight as these w___ish c________ f_____, and his first ex________ t____t him an unf______able l____n. It is true, it was a vi_______ ex_______, else he would not have lived to pr___t by it. Curley was the v_____. They were camped near the log store, where she, in her friend__y way, made ad______ to a husky dog the size of a full-_____ wolf, th_____ not half so large as _he. __ere was no w___ing, only a leap in like a flash, a met_____ clip of teeth, a leap out equal__ swift, and Curly’s face was ripped open from eye to jaw.
Taken from the NICHD Research Program: What We now Know About How Children Learn to ReadBonita Grossen 03-27-97Full report at: www.cftl.org/30years/30years.html
Interferences to Reading Related to the Strands of Spoken Language
Phonology Semantics Syntax Morphology Pragmatics Discourse
Phonological Awareness:Ability to reflect on and manipulate the sound structure of one’s own language
Complexity of sound structure of language may affect acquisition of phonological awareness skills
Word Awareness-Segmenting sentences into words
Syllable Awareness-Segmenting words into syllables
Phonemic Awareness-Segmenting syllables into individual speech sounds
Syntax: word order
Knowledge of syntax allows the individual to make judgments about meaning:
“Please sit in the chair”
Versus
“Chair the sit please in”
Knowledge of grammar assists in comprehension
Morphology Skill Development
Explicit Instruction in Structural Analysis Anglo-Saxon roots and affixes Latin roots and affixes Greek roots and affixes
Pragmatics-Use of language in context, serving a variety of communicative functions
Taking multiple perspectives Interpreting intent Recognizing subtext
Semantics-Aspect of language that governs meaning of words and word combinations
Vocabulary
Knowledge of word meaning
Schematic understanding: Background knowledge World knowledge Procedural knowledge
Interferences to Reading Based on Meaning
Use of previously stored knowledge about language and the world activated by longer discourse units:
sentences conversations paragraphs texts (Kamhi and Catts)
What is the Response to Intervention
Model?
Universal Screening Generally Effective Core Instruction Progress Monitoring Increasingly Intense Instruction
Based on Student Need
Greg Roberts, Northeast Regional Technical Center Webinar, May, 2007
Lexia and the RTI Model
Lexia Software is seamlessly integrated into the RTI Model
Teachers are able to successfully implement Lexia into their classroom after one training session
Immediately helps teachers create differentiated instructional groupings
Evaluating Instruction in the RTI Model
Immediate corrective feedback More time on activities that were
especially difficult/mastery of content before moving to the next lesson
More opportunities to respond Fewer transitions Setting goals and self-monitoring
Greg Roberts, Northeast Regional Technical Center Webinar, May, 2007
Evaluating Instruction in the RTI Model
Immediate corrective feedback Mastery of content before moving to the
next lesson/more time on activities that were especially difficult
More opportunities to respond Fewer transitions Setting goals and self-monitoring
Greg Roberts, Northeast Regional Technical Center Webinar, May, 2007
Immediate corrective feedbackVerbal prompts: Correct responses: “Good job”, “Cool”
Feedback to incorrect responses is designed to scaffold and support learning skills: “That’s not quite right ….”
“Let me help you think about that…”
Visual prompts:
Correct responses: Student receives a reinforcement
Incorrect responses: Student sees color coding of correct responses after errors.
Evaluating Instruction in the RTI Model
Use of color-coding to assist in correction
Immediate corrective feedback More time on activities that were
especially difficult/mastery of content before moving to the next lesson
More opportunities to respond Fewer transitions Setting goals and self-monitoring
Greg Roberts, Northeast Regional Technical Center Webinar, May, 2007
Evaluating Instruction in the RTI Model
More time on activities that were especially difficult/mastery of content before moving to the next lesson
Lexia software provides careful monitoring of performance with predetermined criteria built in to ensure mastery of content before moving forward through automatic branching.
Evaluating Instruction in the RTI Model
More time on activities that were especially difficult/mastery of content before moving to the next lesson
Teacher can turn off automatic branching and select an activity for more intensive practice.
Evaluating Instruction in the RTI Model
Speed of presentation regulated based on student performance
Additional visual prompt to model correct response
Student bar graphs indicating mastery of content
Immediate corrective feedback Mastery of content before moving to the
next lesson/more time on activities that were especially difficult
More opportunities to respond Fewer transitions Setting goals and self-monitoring
Greg Roberts, Northeast Regional Technical Center Webinar, May, 2007
Evaluating Instruction in the RTI Model
More opportunities to respond
Students quickly learn the structure of the task
Reinforcements are very quick—allows more time on task
Screens are cleanly and clearly organized without distracting elements
Evaluating Instruction in the RTI Model
Example of immediate reinforcement for correct response
Example of reinforcement at the end of an activity
Immediate corrective feedback Mastery of content before moving to the
next lesson/more time on activities that were especially difficult
More opportunities to respond Fewer transitions Setting goals and self-monitoring
Greg Roberts, Northeast Regional Technical Center Webinar, May, 2007
Evaluating Instruction in the RTI Model
Fewer transitionsStructured and systematic presentation—seamless transitions between units activities and levels and programs—not bouncing around—opportunity for teachers to specify units.
Irregular words—e.g., Sight Word Search (PR) across the levels.
Consistency in activities across levels—e.g., Sounds to Letters (PR) Levels 1 and 2
Evaluating Instruction in the RTI Model
K 1 2 3 4 5+
IOn Level or
Above
IIAt
Risk
IIISPED
Tier
2 timesPer Week
3-4 timesPer Week
5 timesPer Week
G R A D E
ER
Primary Reading
Strategies for Older Students*
Early Reading
Primary Reading
Strategies …
Early Reading
Primary Reading
Strategies …
Use20-30 Minutes
* Levels 4 & 5
Core
Supplemental
Intensive
Seamless Transition between Activities across Levels Sight Words Level 1
Seamless Transition between Activities across LevelsSight Words Level 2
Seamless Transitions between Activities across Levels Sight Words Level 3
Immediate corrective feedback Mastery of content before moving to the next
lesson More time on activities that were especially
difficult More opportunities to respond Fewer transitions Setting goals and self-monitoring
Greg Roberts, Northeast Regional Technical Center Webinar, May, 2007
Evaluating Instruction in the RTI Model
Setting goals and self-monitoring
Activity Selection bar graphs inform students of their progress and help them to think of themselves as learners who are continuously acquiring skills.
Student and Class Reports assist teachers in monitoring student performance and in setting appropriate goals.
Evaluating Instruction in the RTI Model
Student self-monitoring
Student sees himself as a learner acquiring skills
Evaluating Instruction in the RTI Model
Setting goals and self-monitoring
Intelligent agent behind the software helps to create detailed reports that can guide instruction
Questions
and
Discussion