Supplemental Instruction Delivered by Classroom Teachers to Children with Reading Difficulties and Disabilities

Carolyn Denton, Ph.D. Council for Exceptional Children Division of International Special Education and Services Cape Town, South Africa July 4, 2018

With thanks to Rebecca Beegle for the use of her slides Learning to Read and Spell in English

• There are about 44 distinct speech sounds in English () • There are about 250 ways of them • Many sounds can be spelled in more than one way: babe, day, rain, eight, vacant, grey, gauge, great, vein, reggae (or gaelic) • Many letters or letter combinations can represent more than one sound: beach, bread; now, yellow • Some sound- are much more common than others ☺ Reading Difficulties and Disabilities

• The most common type of is : impaired word reading ability • A -based disorder; not related to vision • Linked to impaired ; the ability to hear and manipulate the sounds of language • In English and other with many irregular sound- symbol correspondences, dyslexia is characterized mainly by inaccurate and slow reading of words presented in lists. • In languages with more regular sound-symbol correspondences, dyslexia is characterized mainly by poor reading . Reading Difficulties and Disabilities

• Non-instructional treatment strategies are not effective. • The same approach works for students with reading difficulties and those with diagnosed reading disabilities What is effective?

4 The Power of Instruction Keep in Mind…

Students who are performing below grade level will only close the gap with their classmates if they learn FASTER than other students. More Instruction Efficient Instruction More Practice An intervention program for struggling readers The Reading RULES Project •Developed under grants from the Institute of Education Sciences (US Department of Education) • Developed the intervention in collaboration with teachers • Conducted a pilot study of the program in first grade • A larger study in first grade is in progress. First Grade Reading RULES • First grade intervention program for students at-risk of reading difficulties • Provides engaging, integrated instruction in , comprehension, phonemic awareness, and , with text reading accuracy and fluency practice in decodable text • Provided 4-5 days per week • Designed to supplement the core reading program • Provided by classroom teachers in our research Integrated Instruction

Phonemic Comprehension Awareness

Vocabulary Phonics

Fluency Reading RULES Pilot Study • 8 urban schools: First grade teachers randomly assigned to provide Reading RULES or their typical instruction • Intervention provided by classroom teachers who varied widely in experience and proficiency • Reading RULES group: 13 classroom teachers and 57 students • Typical Instruction group: 8 classroom teachers and 35 students • 17 weeks of intervention • Students mainly minority and economically disadvantaged. Results

• Reading RULES group made significantly better growth than the group that got typical instruction in word reading, phonemic decoding, and reading fluency • Reading RULES group did better in , but the difference was not statistically significant

Solari, E.J., Denton, C.A., Petscher, Y., & Haring, C. (2018). Examining the effects and feasibility of a teacher-implemented Tier 1 and Tier 2 Intervention in word Reading, Fluency, and Comprehension. Journal of Research on Educational Effectiveness, 11, 163-191. Reading RULES Pilot Results: At-risk Students Reading RULES Pilot Results: At-risk Students Reading RULES Pilot Results: At-risk Students The Reading RULES Evaluation Study

• Larger evaluation of 1st grade Reading RULES is in progress • Funded by the US Department of Education • In Texas and California • 96 classrooms over 3 years • Follow children into second grade • 2018-2019 will be the final year of the study 1st Grade Reading RULES ComponentsThe First Small GroupGrade Whole TierReading 2 Class RULES 10 Vocabulary & min Vocabulary & ComprehensionProgram Comprehension 10 min Word Study 15-20 min

10 min Text Reading

Taught 4 to 5 days per week Reading RULES Components

Small Group Whole “Tier 2” Class 10 Vocabulary & min Vocabulary & Comprehension Comprehension 10 min Word Study 15-20 min

10 min Text Reading

4 to 5 days per week Small-Group Word Study and Text Reading Lessons Word Study Strands

Hands-On Activities Promote Cognitive Engagement s u n

r o g

f Direct Instruction Format

I do it

We do it

You do it

Teaching Tip Explicit Instruction Routine

Model and teach (“I do it”) Show students the correct way. Guided practice (“We do it”) Students do it with teacher support. Independent practice (“You do it”) Students practice alone. Cumulative practice Students practice new items along with items already learned. Say It Slowly

Teaching Tip

• Say the sounds in a word in a smooth, stretched-out way while pulling a Slinky toy apart. • Say the whole word while putting the Slinky back together. Don’t break between the sounds when saying a word slowly….

/j/ /ŭ/ /m/ /p/ DO sound out words in a smooth, connected way! Stretching Words

. MODEL I do it: “My turn.” Listen. I’m going to say the sounds in man. Mmmmaaaannnn. . GUIDED PRACTICE We do it: “Do it with me.” Say the sounds in man. . INDEPENDENT PRACTICE You do it: “Your turn.” Say the sounds in man. Joey, say the sounds in man. Martina, say the sounds in man. Teaching Tip Teach Students to Sound Out Smoothly man tan

© 2015 Texas Education Agency / The University of Texas 29 System Decodable Text Reading

flyleafpublishing.com/ Decodable Text Reading

http://flyleafpublishing.com/ Three-Step Strategy for Reading Words

1. Look for parts you know. 2. Sound it out. 3. Check it! Make sure the word you read makes sense.

Teaching Tip fantastic fantastic fan tas tic

/făn…tăs…tĭk/

Teaching Tip Discourage reliance on a guessing strategy. If the student doesn’t have the knowledge or skills to decode a word, the teacher models the three-step strategy or supplies the word.

We do not teach students who have dyslexia or word reading difficulties to use picture cues to guess words.

Teaching Tip 1st Grade Reading RULES ComponentsWhole and Small-Group SmallVocabulary Group & Whole Tier 2 Class Comprehension 10 Vocabulary & min Lessons Vocabulary & Comprehension Comprehension 10 min Word Study 15-20 min

10 min Text Reading

Taught 4 to 5 days per week Reading RULES! Comprehension Lessons Provide:

Explicit instruction of key comprehension strategies

Vocabulary instruction

Modeling through read-alouds and think-alouds

Opportunities for students to practice through oral language activities Comprehension Instruction

Whole • Anchor Lessons 15-20 minutes Class • Read Alouds

Small • Reteach • Practice with 10 minutes Group Feedback Reading RULES! Comprehension Units

Ask Questions Check It and Fix Tell a Story It

Use Background Make an Knowledge Inference

Listen and Scan, Predict, and Remember Check

Comprehension

Focus on the Find the Big Book Ideas

Drawing Conclusions & Vocabulary Comprehension Gestures

Teaching Tip Guiding Questions

• Teach students to ask themselves a generic “guiding question” for each comprehension strategy. • Teach the guiding question before reading: • I do it: Model • We do it: Guided Practice • You do it: Independent Practice • During reading: Have students practice stopping to ask and answer the guiding questions.

Teaching Tip Literal Understanding and Paraphrasing

Guiding Question: What did I learn in this part?

http://flyleafpublishing.com/ Using Background Knowledge

Guiding Question: What do I already know about this? http://flyleafpublishing.com/ Monitoring Meaning

Guiding Question: Does this make sense to me?

http://flyleafpublishing.com/ Asking Questions

Guiding Questions What am I wondering about this? Did the book answer my questions? http://flyleafpublishing.com/ Vocabulary Routines

amazing

Image Credit488789009, RolfSt, iStock, Getty Images Unit 5 3 © 2015 The University of Texas Health Science Center at Houston ` Vocabulary Instruction Routine • Introduce Word: Pronounce the word; students repeat it. • Define: Provide a student-friendly definition. • Describe Picture: Show and describe a picture related to the word. • Engage: Students act out a situation related to the word as they repeat a sentence using the word. • Elaborate: Students respond to questions that incorporate the new word and/or use the word in a sentence.

Teaching Tip Vocabulary Instruction Vocabulary Examples and Non-Examples

1. Quickly review the word meanings. 2. Students look at a group of pictures for each word and tell whether or not the pictures are examples of the word. 3. Students must tell why or why not.

grasp

Teaching Tip Pick the Picture Pick the Picture Current Developments and Future Directions Reading RULES for Students in Grades 2-5 with Serious Reading Difficulties and Disabilities 52 Decodable Text Reading

http://flyleafpublishing.com/ The Idea Detectives Intervention: Comprehension and Self-Regulation Instruction

54 Self-Regulation Reading RULES Kindergarten Program

FOR MORE INFORMATION https://readingrulesworks.org/ https://www.childrenslearninginstitute.org/research

58 The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grants R324A100129 and R324A150171 to The University of Texas, Houston. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.

Additional support came from the Meg and Dick Weekley Endowed Chair in Childhood Reading and Learning at the Children’s Learning Institute, University of Texas Health Science Center at Houston.

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