1. What Can We Do for Mariah?
A look at interventions for students struggling with general education
comprehension tasks in upper elementary through high school
2. Critical Findings
▪ A Synthesis of Reading Interventions and Effects on
Reading Comprehension Outcomes for Older
Struggling Readers (citation at end of presentation)
▪ Interventions
– Most effective interventions target more than one area
▪ Accommodations and Modifications
– coteaching
▪ Resources for Colleague Engagement
Scharlach (2008) found that on average, 80-85% of time is spent outside of special/title
instruction. Students should be learning the entire time.
3. Peer Assisted Learning-Reciprocal Teaching
• According to Edmonds et al, interventions that involved reciprocal
teaching were the most effective at improving comprehension.
• Klingner andVaughn focused define reciprocal teaching as “the teacher
models of strategies by ‘thinking aloud’ as she reads through a text.The
teacher then leads a text related discussion, assisting them in strategy use
and gradually withdrawing support as it is no longer necessary. As
students become more proficient at applying the strategies, they take
turns being ‘teacher’ and leading discussions about text content.”
• Using this strategy yielded comprehension growth for struggling and non
struggling readers alike . One subset of students with SLD and EL were
able to answer comprehension questions 3 grade levels above where they
started.
4. Peer Assisted Learning
• Introduce strategy to students, teach them how to ask the questions of each
other, and students take turns being teacher.
• The SavvyTeacher’s Guide: Reading InterventionsThatWork
http://www.jimwrightonline.com/pdfdocs/brouge/rdngManual.PDF
• ReciprocalTeaching-lesson plan example with scope and sequence for
introducing concepts
http://www.scribd.com/doc/87082125/RT-Handouts
• ReciprocalTeaching-Another lesson plan example
http://www.hammond.k12.in.us/icle_reading/5%20CTE%20Reading%20Strategie
s/16a%20CTE%20Reading%20Reciprocal%20Teaching.pdf
6. Graphic Organizers for Expository Text
DiCecco and Gleason
1. GO’s good for constructing relational knowledge
2. Students with LD benefitted from longer instruction (20 days)
3. Measurement of successfulness depended on assessment. Good for essay
writing, not multiple choice tests or quizzes.
4. Explicit teaching of the GO required. Results more pronounced on second
essay (practice).
7. Graphic Organizers
GraphicOrganizers Benefit Slow Learners-Lehman
http://www.slideshare.net/annes86/graphic-organizers-lehman
Intervention Central:
http://www.interventioncentral.org/response-to-intervention
Sample Graphic Organizers:
http://www.eduplace.com/graphicorganizer/
SeeAlso:
Best Practices in Literary Instruction-Chapter 6
MicrosoftWord-Search graphic organizer forGO’s to edit yourself
8. Audio Texts
1. Greater access to high-level material for students with mild
cognitive disabilities.
2. Potential to increase student independence.
3. Allows students a way to re-engage in the classroom. Allows
student to struggle with the material as opposed to the reading of
the material.
Boyle et al (2003)
9. Where can students go? What can
students do?
▪ http://www.openculture.com/freeaudiobooks
▪ www.audible.com
▪ www.youtube.com
▪ Radio Reading (potential for iPad use)
10. Kansas Learning Strategies
Center for Research on Learning
• Research based models for explicit instruction in the types of skills that many
students acquire on their own, but some need taught explicitly.
**opportunity for professional development**
Need Strategic InterventionTraining (SIM) training to purchase books
Strategies: http://www.ku-crl.org/sim/strategies.shtml
demonstrated in class: paraphrasing strategy, visual imagery strategy, self
questioning strategy, error monitoring strategy, the fundamentals of paraphrasing and
summarizing
Content Enhancement: http://www.ku-crl.org/sim/content.shtml
demonstrated in class: unit organizer routine, the framing routine, concept
mastery routine
11. Accommodations and Modifications
To help struggling readers in the general education classroom, the
following accommodations can be made for them; the first 6 are
considered Explicit Instruction:
According toWoolfolk (2001) as found in Johannessen (2004):
*Instruction should be broken into small steps with short activities
provided, which are chosen and put in order by the teacher
*Thoroughly teach material at a moderate pace
12. Accommodations and Modifications Con’t
*Students should be given lots of opportunity for guided
practice
*Immediate and clear feedback should be given,
including specific praise (Woolfolk, 2001) and how to
correct errors (Tobin, 2005)
*Level of difficulty should guarantee high rates of
success (not too easy, but nor too hard)
*All students should be called upon and given time to
answer the question
13. Accommodations and Modifications Con’t
According to Ivey (1999):
*Provide materials that span interests and difficulty level
*Provide opportunities for students to share reading experiences with their
teachers and classmates, including reading one-on-one with a peer or teacher
*Provide real purposes for reading
According toTobin (2005):
*Prompt sheets for students who struggle with open-ended tasks and writing-
used for students to elaborate in their writing
*Mini-lessons to engage students in prompting dialogues
*Interactional inclusion (e.g. providing different ways students can ask for help)
14. Accommodations and Modifications Con’t
According to Hamel and Smith (1998), Means and Kapp (1991), and Smith andWilhelm
(2002) as found in Johannessen (2004):
*Embed basic skills instruction in the context of more global tasks such as reading
comprehension.
*Make connections with students’ out-of-school experience and culture.
*Model powerful thinking strategies for students.
*Encourage students to use multiple approaches to academic tasks and have students
describe their answers aloud so that all students hear different ways to solve problems.
*Provide scaffolding to enable students to accomplish complex tasks.
*Use teaching strategies that will help students internalize the questions that good readers
ask when they read literature and good writers ask when complete complex writing tasks.
15. Co-teaching
▪ According to Dieker and Murawski (2003), many schools are now
incorporating co-teaching to address inclusion
▪ Co-teaching is when both the general education teacher and special
education teacher collaborate and plan lessons together,
incorporating both the standards and students’ IEP goals, and each
play a role in delivering the lesson . They are both involved in the
process all of the time.
16. Different Ways to Co-teach
▪ According toVaughn, Schumm, and Arguelles (1997) as found in
Tobin (2005), co-teaching can be done in the following ways:
▪ One teaches, one assists
▪ Both teachers conduct stations (teachers at 2 stations, while one
group works independently; students rotate)
▪ Split class and each teach a smaller group
▪ Alternative teaching-one teacher workers with a small group to pre-
teach, re-teach, or supplement instruction received by larger group
▪ Team-teaching: teachers share instruction
17. Stages and Results of Co-teaching
▪ According to Duchardt et al. (1999):
▪ The stages of co-teaching are as follows: 1) Choose a teacher you
trust, 2) Find time to plan, 3) Brainstorm, 4) Prepare the lesson, 5) Co-
teach the lesson, 6) Support your partner, and 7) Evaluate the lesson
▪ Results of co-teaching include: collaborating, learning to be flexible
and collegial, learning through trial and error, challenging ourselves
and developing professionally, solving problems as a team, meeting
needs of diverse learners, and meeting the needs of teachers as
diverse problem-solvers
18. Resources For Colleague Engagement
Comprehension Studies Synthesis:
http://www.slideshare.net/annes86/synthesis-reading-comp-edmonds
ReciprocalTeaching-students with SLD and EL
http://www.slideshare.net/annes86/reciprocal-teaching-klingner-and-vaughn
ReciprocalTeaching Packet-other comprehension strategies as well from Reading
InterventionsThatWork
http://www.jimwrightonline.com/pdfdocs/brouge/rdngManual.PDF
ReciprocalTeaching-lesson plan example with scope and sequence for introducing
concepts
http://www.scribd.com/doc/87082125/RT-Handouts
ReciprocalTeaching-Another lesson plan example
http://www.hammond.k12.in.us/icle_reading/5%20CTE%20Reading%20Strategies/16a
%20CTE%20Reading%20Reciprocal%20Teaching.pdf
20. Resources for Colleague Engagement
Kansas Learning Strategies:
http://www.ku-crl.org/sim/index.shtml
• Links to SIM model, learning strategies, and content organization
Helping Struggling Readers Achieve Success-Johannessen
http://www.slideshare.net/annes86/struggling-readers-johannessen
Collaboration and Co-teaching-Duchardt
http://www.slideshare.net/annes86/collaboration-and-coteaching-duchart
Co-teaching at Secondary Level-Deiker
http://www.slideshare.net/annes86/coteaching-at-secondary-level-deiker
Co-teaching in Language Arts-Tobin
http://www.slideshare.net/annes86/coteaching-in-language-arts-tobin
Reflections onTeaching Middle School Readers-Ivey
http://www.slideshare.net/annes86/reflections-on-teaching-struggling-middle-school-
readers-ivey
Editor's Notes
Scott-tell story about Mariah (low IQ student struggling with comprehension tasks in the general education setting Anne and Nicole-as SPED teachers we get asked often for additional resources for non-SPED kids-this research gave us a chance look at how to help our peers as well (rationale)
Anne-While researching this topic, we found this article … it provided a comprehensive review of intervention research conducted over the past 20 years on comprehension instruction. We used the findings from this article as the outline for our presentation-some of the research was from rsearch cited in this article, and some is from other research or our own resources. Scott and I will be going over interventions, and Nicole will be covering other accommodations and modifications that can be made in the general education curriculum for this type of struggling reader.
Anne-The Edmonds article cites that interventions that involve reciprocal teaching were the most effective for improving comprehension. This sparked my interest because I have heard of PALS and K-PALS for younger learners, but nothing so specific for older learners. Klingner and Vaughn focused their research on students with SLD and EL. Their study taught the students to lead the instruction after reading and measured cooperative groups of classmates as well as tutoring groups where the older students had the intervention and used it with struggling students in lower grades. There was growth for everyone involved-struggling and non struggling readers-indicating this strategy would be useful in a classwide setting
Anne-I have used intervention central for progress monitoring tools, and really whenever I am struggling to come up with something new . They have a PDF of many reading interventions for all ages that can be applied across the board on Pg 46 of the PDF, there is a framework for reciprocal teaching. It teaches you how to introduce the topic, and then you can scaffold as you see fit with the release of control of the questioning. I like this one because you can customize it to your setting. (go to website and show examples)
Scott
Scott
Anne-The Center for Research on Learning is at the University of Kansas. They have many specific classwide interventions for struggling learners. A lot of these would be good in a SPED setting, but they could also be used in a classroom that might be a lower ability group, or for a group of students who need a specific skill.