Presentation from the 2011 National Resource Center for Paraprofessionals Conference by Claudia Reinfelds.

1. EARLY READING INTERVENTION INCREASING PERSONNEL INVOLVEMENT WITH PARAEDUCATORS

2. Claudia Reinfelds, Olathe, KS

3. AT-RISK FAILURE OUTCOME

4. MORE THAN ONE IN EVERY THIRD CHILD EXPERIENCES SIGNIFICANT DIFFICULTIES LEARNING TO READ (JOHNSTON, MCDONNELL, & HAWKEN, 2008) Reading problems elevate a child’s odds of engaging in problem behaviors (Morgan, Farkas, Tufis, & sperling, 2008). Early reading problems strongly predicted later reading problems. Early behavior problems predicted later behavior problems. Early reading problems predicted a general set of behavior problems. One type of early behavior problem (poor self-regulation of learning) strongly predicted later behavior problems (Morgan, Farkas, Tufis, & Sperling, 2008) Claudia Reinfelds, Olathe, KS

5. Prediction of Children’s experiences prior to kindergarten correlated with their success later in school. Ramey and Ramey (2004) found that a high-quality preschool program not only reduced special education placement and grade retention numbers, but also improved students’ performance in reading and math in elementary and secondary school. Claudia Reinfelds, Olathe, KS

6. Limitation Factors Claudia Reinfelds, Olathe, KS

7. Social-Economical Predictor Duncan and Seymour (2000) showed that low socio-economic status (SES) was associated with impairments in letter knowledge, as well as poor foundations in sight vocabulary and decoding strategies in young children (ages 4 to 8). Slavin, Chamberlain, and Daniels (2007) indicated that 43% of disadvantaged students read below the basic level in middle school. Claudia Reinfelds, Olathe, KS

9. Nature versus nurture, and

10. Family, community, and societal conditions (Walker, Ramsey, & Gresham, 2004).Claudia Reinfelds, Olathe, KS

12. Hearing impairment, or

13. Neurological condition (Strickland, Ganske, & Monroe, 2002). Claudia Reinfelds, Olathe, KS

14. Limited Proficiency in English Predictor It has been reported that 83% of teachers believed parents are failing to provide adequate and necessary support for their children’s academic success (Pearator, 2002). Schools that rationalize their failure by blaming parents have failed to evaluate the effective classroom practices that can counter affect these predictors. Claudia Reinfelds, Olathe, KS

15. Research Based Early Reading Intervention None of the previously mentioned factors (social-economic, anti-social behavior, disability, and/or English proficiency) are automatic barriers to literacy development (Strickland, 2002) Claudia Reinfelds, Olathe, KS

16. Using Emerging Literacy Skills to Identify Students Claudia Reinfelds, Olathe, KS

18. Knowledge of names and sounds of visual graphicsClaudia Reinfelds, Olathe, KS

19. Early Reading Intervention Claudia Reinfelds, Olathe, KS

20. Explicit The progress of the students, through an ordered acquisition of skills, needs to be clear and definite. Menzies, Mahdavie, and Lewis (2008) recommended 3 types of instructional groups: phonemic awareness, decoding and fluency, and guided reading techniques. Claudia Reinfelds, Olathe, KS

22. Comparing sounds

23. Rhyming exercisesClaudia Reinfelds, Olathe, KS

25. Review of previously learned words. Claudia Reinfelds, Olathe, KS

27. Independent readings

28. Dictation of words from the textClaudia Reinfelds, Olathe, KS

30. Clear message to pupils as to the importance of becoming readers.

31. 30 minutes, 3-4 days weekly (Kamps et al, 2008).

32. 60 minutes (Harn, Linan-Thampson, & Robers, 2008).

34. Home/school communication system

36. Advantage of Using Paraeducators Cost Effective 2-3 can be hired for the price of one teacher Not enough supervised teachers for all situations. Neighborhood Representatives Represent linguistic and cultural diversity Claudia Reinfelds, Olathe, KS

37. Evidence of Past Success Specific components of early reading intervention studied used paraeducators as part of the implemental team (see figure). Similarities are evident when these studies are compared. Paraeducators provide a supportive role only Professional development for the specific skills needed (2-16 hours) was provided as a separate activity. Ongoing supervision that includes observations and feedback related to those observations. Claudia Reinfelds, Olathe, KS

38. Components of Supervision Claudia Reinfelds, Olathe, KS

39. Early Reading Interventional Tasks for Paraeducators Claudia Reinfelds, Olathe, KS

40. One-to-one Intensity Where reading partners are available and can be given appropirate training, partnership approaches can be very effective (Harrison, 2000). Assisting pupils with rereads improves the experience for the pupil. Review high frequency words Phoneic awareness word games Alphabet recognition/fluency review Claudia Reinfelds, Olathe, KS

41. Collaborative supervision is the key Claudia Reinfelds 550 W. Loula Olathe, KS 66061 creinfelds@att.net