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DISES 2018 Denton Reading RULES

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DISES 2018 Denton Reading RULES Supplemental Reading 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 (phonemes) • There are about 250 ways of writing 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-spellings are much more common than others ☺ Reading Difficulties and Disabilities • The most common type of reading disability is dyslexia: impaired word reading ability • A language-based disorder; not related to vision • Linked to impaired phonemic awareness; the ability to hear and manipulate the sounds of language • In English and other languages 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 fluency. 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 vocabulary, comprehension, phonemic awareness, and phonics, 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 reading comprehension, 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. 59.
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