TX Dyslexia Ins PAR July 2013 Handout.Pptx
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July 2013 Session Objectives Participants will be able to: Making a case for Protocols Describe research on accommodations for Accommodations in Understand the importance of carefully considering Reading (PAR) reading accommodations Describe a process to compare performance across reading accommodations Denise C. DeCoste, Ed.D., OTR Understand how to access PAR on the DJI website [email protected] Identify tools to support close reading Accommodations are…. Accommodations are intended to reduce or even eliminate the effects of a student’s disability; accommodations do What other accommodation not reduce learning expectations. concerns are there in your Accommodations are meant to level the school or district ? playing field, not provide an undue advantage Fuchs & Fuchs (2001) D.C. DeCoste/July 2013 1 In principle, accommodations Accommodation Policies, should …... Differ Across States. lead to greater score The 2011 National Center on Educational improvements for students with Outcomes (NCEO) Brief indicated that the disabilities compared to students percentage of students with disabilities using without disabilities. reading accommodations varies widely across There should be a differential Race to the Top Consortia groups on statewide boost. (Hehir, 2008; Sireci, 2008). reading tests, ranging from 1% to 90%. Why do we need informed decisions on reading accommodations? Legal Imperatives No Child Left Behind and IDEA regulations have set the stage for using standardized assessments to measure the progress of all students. Test scores influence key decisions regarding placement, graduation and school effectiveness. Legal and Educational Imperatives D.C. DeCoste/July 2013 2 Accountability for all students Valid or Invalid? is important. If students with disabilities are not included in accountability measures, then resources Presently, however, standard tests at state and services may not be made available. and district levels are not created with disabilities in mind, nor are they validated in advance on students with disabilities. (Bolt & Thurlow, 2011). Accommodations are typically put in after-the-fact to level the playing field. There is a great deal of interest now in whether test results using Educational accommodations are indeed valid Imperatives measures—whether they provide a leveling effect, an undue advantage The majority of students with learning disabilities or have little to no effect at all. have reading disabilities and there is evidence that students do not outgrow such disabilities. (Shaywitz, 2003) Even as older students with learning disabilities read more accurately with more automaticity, they are likely to remain slow readers and will benefit from extra time accommodations (Gregg, Mather, & Shaywitz, 2001). D.C. DeCoste/July 2013 3 Accommodations Grow in Importance AIM Process Guides Decisions As students progress through school, Where to get the specialized format? there is a shift from learning how to How to know which print materials to read to being expected to read in obtain? order to learn content. As the Who’s job is it to select, obtain, create balance changes, materials? accommodations grow in How to distribute copyrighted materials? importance for student with reading disabilities. http://aim.cast.org/navigator/page/ Deductive Method: Accessible Instructional Materials (AIM) Process AIM Consortium Documenting Four Formats: Quality Indicators for the Provision of AIM which formats are Timely manner Braille needed and when Written guidelines is as important as Large Print Technical assistance documenting Monitoring Digital text accommodations Continuous improvement Audio recording Resources D.C. DeCoste/July 2013 4 IDEA requires districts to provide Accessible Instructional Materials. Standards, standard, Before you can address which print materials to obtain and where to get the specialized formats, standards you first need an evidence-based process to match formats to student needs. TEKS for English Language Arts and Reading What drove the development What drove the development of reading standards of reading standards Children growing up poor continues to increase from 16% in 2000 to 21% in 2009 (National If assessed today, only 15% of students would Center for Children in Poverty 2009) perform at the levels suggested by the Common Core Standards Of all industrial nations, the U.S. has the 2nd highest percentage of children living in extreme 25 years ago 95% of jobs required low skills, poverty (Mexico is ranked first) today low skills jobs represent only 10% of the economy (Darling-Hammond et al 2008) With NCLB, reading scores flat lined p 52 D.C. DeCoste/July 2013 5 TEKS for English Language Arts Reading Components and Reading Simple View (Gough and Tunmer) Reading consists of two components: 1. Decoding: transforms print into words Focus on: through knowledge of of phonology 2. Linguistic Comprehension: how words - Foundational skills in Gr K-2 sentences and discourses are interpreted - Reading strategies, fluency in Gr K-8 -Vocabulary, comprehension and media literacy Gr K-12 Comprehension Development “Students must be able to comprehend Reading is more than just calling out words. texts of steadily increasing complexity as Comprehension is much more than answering they progress through school.” questions about the text. It is complex and multi-faceted. “Students must be able to read and Good comprehenders: Use reasoning and background knowledge comprehend independently and Self- question proficiently the kinds of complex texts Integrate information across texts commonly found in college and Self- monitor their reading Respond to readings personally and analytically careers.” Barr, Blachowicz, Katz & Daufman, 2002 Common Core State Standards Initiative D.C. DeCoste/July 2013 6 Models of Comprehension Independent comprehension Development across types of text and across Deep, core subjects disciplinary comprehension Literary themes and genres Poetry Elaborated Fiction Understanding Non-fiction Sensory language Across core subjects (History, science, math) Fluent word Culture and history reading & core comprehension Expository Procedural (Grade 3-12) Persuasive (Grade 4 -12) Shanahan and Shanahan, 2008; Snow 2010 Prevalence of Reading Difficulties D.C. DeCoste/July 2013 7 One fourth to one third of students still at “basic” 4th Grade On the 2011 National Assessment of Educational Progress 33% of 4th graders are reading below basic 24% of 8th graders are reading below basic in 2011 The achievement gap for Black and Hispanic students still exists The Nation's Report Card: Reading 2011 The Nation's Report Card: Reading 2011 8th Causes of Reading Disabilities Grade Genetic factors: RD often runs in families. Parents of a child with RD have a 40% chance of a history of RD. Neurological origins: left assymmetry Factors other than genetics also contribute to reading development. The Nation's Report Card: Reading 2011 D.C. DeCoste/July 2013 8 Reading must be explicitly taught Unclear Causal Relationships “We are socialized to use spoken No association between handedness and RD language to communicate. This is not true Letter and word reversals are not predictive of for reading” RD As of 2008, 796 million illiterate adults Erratic eye movements are not a cause of RD worldwide It is unclear if auditory processing problems Funtional illiteracy rate in U.S. is 21% are related to RD The path to reading begins before formal Attention deficits are not a primary cause of instruction in reading RD (Kamhi & Catts, 2012) Language impairments are Dyslexia and Language-Based correlated with RD Reading Disabilities: Subtypes Word Recognition Reading is a linguistic behavior and depends on adequate language development Poor Good Children with RD have difficulties with Good Dyslexia Non-specified receptive and/or expressive languages, phonological processing, poor comprehension Young children with LI are at at risk for RD Poor Mixed Specific “Language deficits are both a cause and Comprehension consequence of reading disabilities”, e.g. Deficit poor reading to delays in knowledge, vocabulary, grammar Listening Comprehension Kamhi & Catts, 2012 Kaamhi & Catts, 2012 D.C. DeCoste/July 2013 9 Prevalence Of Reading Disabilities Research on Reading Reading disability is the most Accommodations common learning disability. 75-90 percent of students with learning disabilities have reading disabilities Typically cognitive abilities are intact Shaywitz (2003) Reading Accommodations Reading Accommodations Research Indications Research Indications Instructionally, text readers have been TTS benefits decoding if student has found to: sufficient phonological skills increase word recognition, speed of Text readers with study tools benefits reading, and comprehension students with reading disabilities Increase the amount read; reduce distractibility MacArthur, C. A. (2009) Olson Wise, 1992 Elkind, Cohen Murray 1996 MacArthur Ferretti Okolo Cavalier, 2001 Dolan Hall Banerjee Chun Strangman, 2005 D.C. DeCoste/July 2013 10 Reading Accommodations Reading Accommodations Research Indications Research Indications Student-paced, computer-based To aid comprehension, human read reading is preferred by students aloud can be slightly faster than TTS is preferred to a human reader student’s oral reading rate due to ease of use and the opportunity to control the reading Lionetti, T. M & Cole, C. L., 2004 experience Higgins Russell Hoffman, 2005 Flowers Kim Lewis