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Experience in World
Vocabulary & Language
Comprehension & Knowledge
Donna M. Scanlon Department of Literacy Teaching and Learning
THE WORLD WITHIN REACH
Word Identification and Word Learning
High Frequency Words
Factors Influencing the Effects of Literacy Intervention • • • • • • • •
Teacher expertise Responsiveness to students’ current skills Comprehensiveness of instruction Coherence / congruence of instruction across settings Instructional group size Point at which intervention begins Frequency and duration of intervention Materials used
2005 Study - Purposes/Goals: • Reduce the number of children who qualify as poor readers in first grade by providing small group intervention kindergarten • Reduce the severity of reading difficulties by beginning intervention efforts early in kindergarten • Evaluate the relative benefits of emphasizing different aspects of early literacy instruction
Alphabetics: Print Concepts Phonological Awareness Letter Names Letter Sounds Alphabetic Principle Word Families Alphabetic Code Morphology and MultiSyllabic Words
Fluency
Presentation for the Implementing College and Career Standards (ICCS) Early Learning Workgroup, New Orleans, LA, February 22, 2017.
School of Education The University at Albany
Experience with Written Language
Strategic Word Learning
Tier 2
Tier 3
Study 2: Small group intervention for at risk kindergartners, followed by intensive 1-to1 intervention in first grade for those who continue to be at risk. (Scanlon et al., 2005)
Study 1: Intensive (1 to 1) intervention for struggling first grade readers. (Vellutino et al., 1996)
Goal: Explore cognitive differences between children who respond well to intervention and those who do not.
Tier 1 Study 3: ISA professional development for K & 1 compared to 1) to interventions for children (as in Study 2) 2) Both PD and intervention (Scanlon et al., 2008)
Goal: Reduction in the incidence of reading difficulties
Research on the Effects of Early Intervention (Scanlon, Vellutino, & colleagues)
2005 Study Design & Procedures: • Conducted in lower-middle/middle class schools • Longitudinal measurement of literacy and literacy-related skills K–3 • Identified at-risk children at kindergarten entry – Letter identification • Randomly assigned at-risk kindergartners to Intervention or Comparison groups • Provided small group intervention in kindergarten • Identified children continuing to struggle at the beginning of first grade • Randomly assigned struggling first graders to one of two intervention conditions or a control (BAU) condition
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2005 - Kindergarten Intervention:
2005 Study – Kindergarten Intervention • Small group – 3 children – Usually from the same classroom – Grouped by skill level • With periodic regrouping if needed/possible • Half hour lessons, twice each week • Taught by certified teachers who participated in PD based on the Interactive Strategies Approach (ISA) • Fidelity encouraged via audio recordings of lessons.
• Instruction was based on the Interactive Strategies Approach (ISA) and guided by several foundational beliefs including: • Children who struggle need explicit guidance in order to understand how the writing system works. • Children learn to read and write by having the opportunity to read and write (with explicit modeling and guidance). • Children need to understand that the purpose of written language (like spoken language) is communication. • Children need to learn to be strategic and active readers and writers.
S.7
S.8
2005 Study – Kindergarten Lesson Format:
2005 Study - Kindergarten Intervention: • Kindergarten lessons were developed for each group individually based on: – Informal, ongoing assessment of the children’s skills and competencies – Characteristics/expectations of the classroom language arts program • Kindergarten intervention supported children in developing the skills and utilizing the resources available in their classroom language arts program S.9
• Reading to and with children – Application of skills and strategies
• Development of phonemic analysis skills • Letter & word work • Writing – Application of skills and strategies
• High frequency word practice S.10
2005 Study – End of Kindergarten Outcomes
2005 Study – Definition of Groups in First grade
• At the end of kindergarten, the intervention and comparison groups differed on virtually all of the outcomes assessed, except
Selection of Poor Readers vs. No Longer at Risk Multiple measures of early reading skill were administered and a composite score was used to: – Split the Kindergarten Intervention group in half (at the midpoint) • Lower half designated as poor readers • Upper half designated as No Longer at Risk – Split the Kindergarten Comparison group using the Intervention group’s midpoint
– Letter naming – ceiling effect
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S.12
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Differences between the First Grade Treatment Conditions
Percentage of At-Risk Kindergartners who Qualified as Poor Readers at the Beginning of First Grade
90
Components of the lesson
Text Emphasis
Phonological Skills Emphasis
Reading and Rereading
15 Minutes
5 Minutes
5 Minutes
15 Minutes
High Frequency Words
5 Minutes
5 Minutes
Writing
5 Minutes
5 Minutes
Percent
80 70
Phonological Skills
K Intervention
60
K Comparison
50 40 All
NSBI
NSBI – No School-Based Intervention 13
14
Comparisons among Six Groups of First Graders Exhibiting Literacy Learning Difficulties in K & 1
End of First Grade Results (TE = Text Emphasis, PSE = Phonological Skills Emphasis, Comp = Comparison)
Basic Skills Cluster of the Woodcock Reading Mastery Test – Revised, September Grade 1 Percent scoring BELOW the 15th percentile at the end of first grade
Percent scoring ABOVE the 50th percentile at the end of first grade 60
G1 TE
80 K Intervention
K Comparison
G1 TE G1 PSE G1 Comp
20
G1 PSE
60
40
G1 Comp
K Interverntion K Comparison
2008 Study - Logic • Classroom instruction plays a powerful role in early literacy learning – so need to: – Explore the characteristics of early elementary classrooms that are differentially effective – Attempt to enhance the quality of classroom instruction – through professional development – Compare the relative effectiveness of • Professional development for teachers • Direct interventions for students • Professional development for teachers PLUS interventions for children
40 20 0
0
15
Percent
100
Percent
Standard Scores
60
120
K Intervention
K Comparison
Note: The children who had intervention as kindergartners and still qualified for intervention as first graders might be considered to be “harder to remediate.” Nevertheless, as a group, 16 they performed better than the kindergarten comparison groups at the end of first grade.
2008 Study - Design • Conducted in schools serving high proportions of children eligible for free/reduced-price lunch • Random assignment at the level of the school • Classroom teachers in K & 1 followed longitudinally as they taught three cohorts of incoming kindergartners – Baseline cohort – Implementation cohort – Maintenance cohort
• Children followed longitudinally from kindergarten entry to the end of second or third grade
– Focus on the children at risk for literacy learning difficulties
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Effect Sizes Comparing More Effective and Less Effective Teachers on Responses to Questionnaire Items Assessing Theoretical Constructs Thought to Effect Literacy Development
Comparison of More vs. Less Effective Kindergarten Classroom Teachers (Baseline Year) Percent of Children At-Risk for Reading Problems at the Beginning and End of Kindergarten
Grouping/Matching… Assessment Comprehension Skills Orientation Strategies (Word ID) Phonemic Awareness Reading Stories to… Conventional Spelling Neurological Causes Reading Authentic Texts Management Vocabulary Development Teacher Efficacy Motivation Malleability of child Home Influence
0.7 0.6
Proportion At Risk
0.5 0.4 0.3 0.2 Most Effective
0.1
Least Effective
0
0 Pretest
Posttest
0.5
1
1.5
Effect Sizes
Note: Effectiveness was determined by changes in the number of children who qualified as At-Risk based on the Phonological Awareness Literacy Screening (PALS) administered at the beginning and end of the school year.
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Comparison of the Effectiveness of Kindergarten Classroom Teachers before and after ISA Professional Development
Note: Small effect sizes indicate that teachers in the two groups responded similarly. Large effect sizes indicate that teachers in the more effective group indicated greater support for the belief or greater use of the practice.
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Results from a 2013 Survey of Literacy Professionals: In first grade, who has primary responsibility for instruction at each Tier?
Changes in the Percentage of Children Scoring Below Benchmark from Beginning to End of Year Before Professional Development (Baseline), during PD (Implementation), and after PD (Maintenance)
50
Percent
Percent Scoring Below Benchmark
60
40
30
28
20
16
14
10
0
Baseline
Implementation
Cohort
Maintenance September
May 21
Intervention/Remediation for 3rd and 4th graders who struggle (Gelzheiser, Scanlon, Vellutino, & colleagues)
QRI Reading Comprehension 4
• Small group • Homogeneously grouped (if possible) • Thematically related texts that gradually increase in complexity – Social studies – Science
• 40 minutes per day for one semester
3.5 Intervention BAU 3
2.5 September
January
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Content Vocabulary
14
Fall Intervention Spring Intervention
12
10 September
January
Remediation vs. Early Intervention • Early intervention reduces the number for children who demonstrate long-term reading difficulties. • Intervention in the early primary grades is more effective in reducing the incidence of serious reading difficulties than intervention/remediation provided in the middle elementary grades and beyond. – We need to close the gaps in literacy skill early before they grow and become disabling.
Effective early literacy instruction and intervention includes emphases on: • Motivating children to want to read and write • Engaging children in actively constructing meaning from and with text • Providing extensive opportunities to build the general knowledge base upon which reading comprehension depends • Developing vocabulary and oral language skills • Developing phonemic awareness • Teaching about the alphabetic code • Encouraging children to develop a strategic approach to word identification • Teaching and providing practice with high frequency words • Differentiating instruction based on students’ current capabilities • Large amounts of academic engaged time 2727
Thanks for your commitment to improving early literacy learning!
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