The “I” in RtI - CRTIEC · The “I” in RtI: ... 1 Pablo's Prickly Problem Recognize rhyme...
Transcript of The “I” in RtI - CRTIEC · The “I” in RtI: ... 1 Pablo's Prickly Problem Recognize rhyme...
Center for Response to Intervention in Early Childhood
The “I” in RtI: Effective Interventions for Language and Early Literacy
Presentation to: Division for Early Childhood Conference October 16, 2009 Albuquerque, NM
Ruth Kaminski, Ph.D. Robyn Ziolkowski, Ph.D. Howard Goldstein, Ph.D.
http://www.crtiec.org
Overview
Introduction to CRTIEC and Early Childhood RtI Tier 2 Intervention development and research Tier 3 Intervention development and research Questions
Center on Response to Intervention in Early Childhood
University of Kansas
University of Minnesota
Ohio State University
Dynamic Measurement Group (Eugene, OR)
What is RtI?
RtI is a systematic educational decision-making process designed to: Identify students who need support early Provide support at a level of intensity to match
need Provide a data-based method for evaluating the
effectiveness of instructional approaches Ultimate purpose of RtI is to meet educational needs
and maximize learning and growth of all students
Goals of CRTIEC
Develop and validate Tier 2 and Tier 3 interventions in early literacy/language.
Develop and validate progress monitoring measures in early literacy/language.
Conduct descriptive study of Tier 1 Disseminate findings to practitioners, policymakers,
and researchers. Provide national leadership on RtI for young children
through the development of a national network.
What are the Realities of Early Childhood Programs?
Issues in the Implementation of RtI in EC Lack of evidence-based curricula/programs Lack of time Wide range of training/experience among staff Turnover of staff Need for professional development Lack of resources/funds Philosophical differences Other
Intervention Development: Guiding Principles
Curriculum and intervention must be: appropriate for preschool children and consistent with
best practices in early childhood education feasible for the range of early childhood settings research-based part of an integrated system that includes assessment
and decision making procedures
Intervention Development: Guiding Principles
Curriculum and intervention development are guided by: developmental research intervention research existing preK curricula principles of effective instruction
THE I IN RTI: EFFECTIVE INTERVENTIONS FOR LANGUAGE AND EARLY LITERACY
TIER 2 CURRICULUM DEVELOPMENT Howard Goldstein, PhD Research Director, Schoenbaum Family Center The Ohio State University
Tier 2 R & D Team at Ohio State
Howard Goldstein Robyn Ziolkowski Sean Noe Rhonda Tabbah Beth Spencer Naomi Schneider
Preliminary Studies for Tier 2 curriculum development
Ziolkowski, R. A., & Goldstein, H. (2008). Effects of an embedded phonological awareness intervention during repeated book reading on preschool children with language delays. Journal of Early Intervention, 31, 67-90.
Why teach PA?
Accelerates reading & writing development of all students
Best known predictor of future reading ability Unless taught directly, PA skills are not
mastered by ~25% of middle-class 1st graders (many more from less literacy-rich environments)
EFFECTS OF INTERACTIVE BOOKS ON PHONOLOGICAL AWARENESS SKILLS IN PRE-KINDERGARTEN CHILDREN FROM LOW-INCOME ENVIRONMENTS
Amy Hempstead
Intensity of Instruction
Pros Alignment with curriculum Ensures more opportunities for learning
Cons More of the same not necessarily effective Focus of intervention may be too diffuse Group size and duration is not directly related to
opportunities to respond (OTR)
The Child’s Perspective Effectively teaching the proper skills with sufficient OTR
Three Tiers??
Lots of instructional variations can invoke lots of potential tiers Changing motivational characteristics Creating branch steps What happens when a child is at different levels in
different domains? Might effective Tier 2 interventions be adopted in Tier 1?
Tier 2 Curriculum Issues
Is it realistic to expect teachers to deliver multiple tiers of instruction?
Try to align with multiple curricula How might one efficiently package curricular areas?
Skill Focused Listening Center Activities: Tier 2
• Skill Focused Activities are designed to be independent of teacher instruction. Monitoring can be done by a paraprofessional.
• Supplemental, rather than substitute for Tier 1 curriculum in 4 major domains – Phonological Awareness and Alphabet Knowledge – Vocabulary and Comprehension
• Follow a general, developmental progression based on previous evaluation of curricular skill implementation timelines. – For example, in the PA area, Storybook Script 1 focuses on
“Recognizing rhyming words,” whereas Storybook Script 9 focuses on “Identification and production of first sounds in words.”
Tier 1: Review of 8 Curricula
DLM Early Childhood Express Scott Foresman Reading Street Harcourt Storytown SRA Imagine It Creative Curriculum Opening the World of Learning (OWL) Building Language for Literacy (BLL)
Phase 1 (BLL-1) is tailored to children ages 3 and 4. Phase 2 (BLL-2) is designed for 4- and 5-year-olds and is
intended as supplementary material for children who have mastered the skills in Phase 1.
Phonological Awareness
Phonological awareness refers to the awareness and sensitivity to the sounds of spoken language.
Skills taught to foster the development of phonological awareness include Discriminate units of speech recognize, identify, and produce rhymes hear and identify individual syllables in words; hear and identify
initial sounds of words hear and identify ending sounds of words hear and identify sounds within words blend sounds segment sounds isolate sounds.
PA/AK Scope and Sequence
Week Forest Friends Skill
1 Pablo's Prickly Problem Recognize rhyme words Thumb Up/Thumb Down
2 Suki's Slumber Surprize IdenBficaBon of Rhyme Choice of Two Supported
3 Fae's Smelly SituaBon IdenBficaBon of Rhyme Choice of Two
4 Fae's Nose Knows the Way IdenBficaBon/ProducBon of Rhyme Choice of Three
5 Snowday for Fae Recognize IniBal Sounds Thumb Up/Thumb Down /m//p/
6 Bobby's EmBEARassing moment IdenBficaBon of IniBal Sounds
Choice of Two Sounds Only /k//d/
7 Suki's Selfish Saturday IdenBficaBon of IniBal Sounds Choice of Two Sounds/ Supported Alphabet/f//w/?
8 Pablo's Map MaVers IdenBficaBon/ProducBon of IniBal Sound
Choice of Two Sounds/ Supported Alphabet /s//h/?
9 Where is Bobby Bear? IdenBficaBon/ProducBon of IniBalSound
Choice of Two Sounds/ Supported Alphabet/b//t/
2nd and 3rd Nine Weeks
Jungle Friends Ocean Friends 10 Recognize Ending Sounds 19 Segment Compound Words Supported
11 IdenBficaBon of Ending Sounds 20 Segment Compound Words
12 IdenBficaBon of Ending Sounds 21 Segment Onset Rime
13 IdenBficaBon/ProducBon of End Sound 22 Segment Onset Rime
14 Blending Compound Words Supporteed 23 Segment Onset Rime
15 Blending Compound Words 24 I‐F Blend with Alphabet
16 Blending Onset Rime 25 I‐F Blend with Alphabet
17 Blending Onset Rime 26 IMF Blend with Alphabet
18 Blending Onset Rime 27 IMF Blend with Alphabet
Print Awareness
Print awareness is the understanding of print in everyday surroundings.
It is the understanding that reading and writing are ways to obtain information and knowledge, generate and communicate thoughts and ideas, and solve problems.
Examples of skills taught for the development of print awareness skills include the ability to distinguish words from pictures understanding that books are handled in certain ways; knowledge
that a book has multiple parts (i.e., front, back, author, and illustrator)
knowledge of the directionality of print knowledge of print conventions
Alphabet Knowledge
Alphabet knowledge is the knowledge of the letters of the alphabet and recognition of upper and lower case letter symbols in print.
Skills that encompass alphabet knowledge include: Naming the letters of the alphabet Recognizing and identifying letters in print Associating the name of a letter with its shape Associating letters with corresponding phonemes or
sounds Recognizing upper and lower case letters.
How is the Tier 2 Intervention Delivered?
• Activities are designed to be administered in “listening centers” for which scripts are pre-recorded onto compact discs.
• Children listen using headphones and respond to the embedded interactive activities. Familiar characters (e.g., Sally the Sound Seal, Luke the Letter Lion) serve as the teaching “guide.”
• Pre-recorded scripts contain visual and auditory cues to increase children’s ability to complete the listening center each day with minimal adult assistance.
Training Book
Introduction to the Listening Center Children train to mastery criterion on:
Not opening book until instructed Turning pages only when instructed Following directions/receiving training specific to each
intervention type Pointing Thumb up/Thumb Down Lift the Flap Pull the Tab Turn the Wheel
Print Awareness
Do you have your book? Make sure it is closed. Look at the front cover of the book. Now…Do not open it until I tell you to….. Your book should have a picture of Pablo Porcupine on the cover. Make sure Pablo Porcupine is not upside down. Remember do not open the book yet….Look at the top of the book. Do you see the words? This is the title or the name of the book. Do you see the finger with bump on it? touch the bump under the first word. Follow the arrow under the words as we read the title together, it says …. Pablo’s Prickly Problem.
Chime* turn the page
Vocabulary
Curriculum review for the vocabulary domain consisted of lists of novel words and not so novel words introduced throughout the curricula.
Potential Word bank with variety of norms Avoid words that are:
Too advanced Too easy (Beck & McKeown’s Tier 1 words) Too difficult to represent concretely or to define
Comprehension
Comprehension involves knowing the meanings of words, forming conceptual relationships, understanding factual or literal content, and making inferences (Joseph, 2006).
In several curricula, comprehension skills were presented under “Oral Language,” because children were required to respond orally to questions asked about stories.
Comprehension
Answering questions related to the story Levels of questions
Answering simple recall questions related to the story (e.g., Who was surprised in the story?)
Answering inferential questions related to the story (e.g., Why was Suki surprised?)
Answering questions that require a prediction or a connection to own life (e.g., When was a time when you felt embarrassed?)
Vocabulary & Comprehension Content
Vocabulary Pablo's Prickly Problem
Suki's Slumber Surprise
Fae's Smelly Situa6on
Bobby's EmBEARassing Moment
Basic Concepts In front, behind first, next, last first, second, third tall, short
Target Words porcupine, protect surprise, slumber idea, inhale embarrassed, accident
Comprehension Qs
Level I
Level II
Did Pablo look the same as the other animals?
Who was surprised in the story?
Who smelled sBnky in the story?
Who was embarrassed in the story?
Level III
Why was Suki surprised in the story?
Why was Fae Fox so smelly in the story?
Why was Bobby embarrassed in the story?
Level IV
How did Pablo feel at the end of the story?
How is learning maximized?
Scripts require active participation and responding by modeling answers, asking questions, and providing time for spoken, pointing, and manipulative responses.
Feedback is provided within context of the recorded scripts so children can monitor whether they are responding correctly
Multiple embedded opportunities to respond – Each script has 5-6 activities, including initial instruction, 3-4
interruptions, and review; ~ 40 embedded opportunities to respond
– Script is repeated 3X per week
Demands on teachers’ instructional time are minimized and treatment fidelity is high
How do we know T2 is effective?
We routinely see students become more proficient with their responses as the week progresses.
Mastery monitoring probe - designed to track progress of the skills being taught that week.
Anticipated problems
Ripped intervention pages – possible solution Child on the wrong page Fine motor issues
What happens if……..?
Not all SFCAs will lend themselves to this degree of independent interaction.
In those cases, we would have the paraprofessional leading an activity in which we have added instructional scripts.
Expect further development over the next few years as children help us refine timing, density of instruction, word choices, teaching techniques, the language of instruction, etc.
We Expect to Learn….
That embedding supplemental instruction within a book reading activity enables most children to learn skills needed to progress within the Tier 1 curriculum.
Questions we expect to answer: What are the language and literacy profiles of children for
whom T2 is most effective? For what areas (PA, Alphabet/Print, Vocabulary,
Comprehension) are T2 curriculum most and least effective? Do we need to increase/decrease the opportunities to
respond in T2 to be effective? Can we combine skill sets and still maintain high levels of
learning?
Tier 3 Intervention Development
What do we know from the research? Lowest performing children benefit the most from
language and early literacy intervention that is: Focused on a few priority skills More explicit More comprehensive More systematic
e.g., Biemiller & Slonim, 2001; Foorman & Torgesen, 2001; Justice & Vukelich; National Reading Panel, 2000; Snow et al., 1988; Stahl, 2003
Tier 3 Intervention
• Children served: – Children who display significant delay in language and
early literacy compared to peers – Children who are not making adequate progress in T2
• Activities: – Teacher-led – Increase in intensity of instruction – More restricted focus on prerequisite and high-priority
skills
Tier 3 BRIEF Activities
Brief, reading-related activities that are
intense, engaging, and focused Brief 5 - 20 minute small-group activities Reading-related activities in the domains of:
phonological awareness alphabet knowledge vocabulary and oral language comprehension
Intervention Development
Focus on the essential elements/critical skills Teach skills in optimum sequence Teach in ways that are fun, stimulating,
engaging Provide variations and scaffolds to support
diverse learning needs Provide supplemental activities/materials to
support what is taught Tier 1 extensions Writing activities
Guiding Principles
Development guided by research and principles of instructional design
Activities have to be appropriate for preschool children Activities have to be feasible for EC personnel in EC
settings Teaching of skills should be integrated in meaningful
ways that optimally leads to meaningful goal embedded in and linked to meaningful activities (e.g.,
reading) Rationale and underlying principles needs to be explicit
in the materials (for teachers)
Summary of Literature: PA and AK
Focus on phonemes, specifically on initial sounds: Instructional methods that introduce a variety of
phonological units, or the wrong phonological units, are much less successful than methods that focus on phonemes (NRP, 2000).
PA at the phoneme level is more strongly related to later reading success than are syllable or rhyme awareness (e.g., Muter, Hulme, Snowling, & Taylor, 1997).
Early Literacy Sequence of Skills
Introduce /m/ sound: see it , hear it, feel it Contextualize: say words that begin with /m/
Discriminate /m/ from other sounds in isolation Contextualize: say words that begin with /m/
Blend 1-syllable words: initial /m/ - rime Select picture from 2; from 3 Name word
Early Literacy Sequence of Skills
Blend 1-syllable 3-phoneme words Select picture from 2; from 3 Name word
Discriminate words with initial /m/ Introduce letter “Mm”
Include letters PA training programs that have included letter
knowledge training tend to produce larger gains than phonological awareness training alone (e.g., Ball & Blachman, 1988; Bradley & Bryant, 1985).
Teaching letter knowledge and pa together may help facilitate their mutual development (Burgess & Lonigan, 1998; Hatcher, 1994).
Summary of Literature: PA and AK
Approaching reading instruction with Alphabetic principle (i.e., awareness that words are made up of sounds and some understanding of the relationship between letters and sounds) helps children engage in the “self-teaching” process for reading (e.g., Share, 1995; Share & Stanovich, 1995)
PA requires more specific teaching in at-risk children (Gillon, 2000).
Effectiveness of linguistic phonics approach (McGuinnes, 2005)
Summary of Literature: PA and AK
What is our overarching Goal? Children will be ready to learn to read
What is our Early Literacy Goal? Children will understand the alphabetic principle and
be able to apply their understanding in age-appropriate book- and print-related activities
Children will enjoy reading and reading activities and want to learn to read
Goal: Tier 3 Early Literacy Activities
Content: Critical skills to reach the goal (Byrne, 1998): Children need to be familiar with the letters of the
alphabet, (i.e., their names, function) Children need a minimal level of phonological
segmentation skill (recognize/produce initial sounds) Children need to connect emerging speech sound
sensitivity with experience of print
Content: Tier 3 AK Activities
How to Teach: Considerations
What is the goal? What are the critical skills needed to achieve the
goal? What is the most effective sequence for teaching the
skills? How are the skills integrated? What are the meaningful contexts for applying the
skills?
Sequence: Start with phonemes Use a linguistic phonics approach: from sounds to letters Carefully sequence and integrate the skills Provide branching up and down:
extra teaching/practice activities for children not ready to move on
expansions/enhancements for children who get it quickly
Sequence: Tier 3 AK Activities
Letter/Sound Sequence m – t – f – o – p – a – d - n
sounds that are easy for preschool children to produce
sounds that are maximally different sounds that are represented by the same letter in
English and Spanish sounds that are frequently used in print (at the
beginning of common words) sounds that are represented by letters learned
early
Context: Tier 3 AK Activities
Context: Reading is the meaningful context for the activities. The
only reason pa is important is because it is necessary for learning to read in an alphabetic language. alphabet/book component include printed words on picture cards
Tier 3 Activity Format
Introduce activity Alphabet practice Review previous skill/task Introduce new skill Practice new skill Contextualize new skill Review Close
Alphabet Practice
Name letters of alphabet
“This is the alphabet. It is made up of different letters. We use letters to read and write. Let’s say the names of the letters of the alphabet.”
Aa Bb Cc Dd Ee Ff Gg Hh Ii Jj Kk Ll Mm Nn Oo Pp Qq Rr Ss Tt Uu Vv Ww Xx Yy Zz
Sample Activity Sequence Explicit teaching: (I do, you do, we do)
Introduce /m/ “When we talk, we say words. The words that we say are
made up of different sounds. One of the sounds in the words we say is the sound /m/. Listen and say these words with me. me, mouse, mom, my” (emphasize /m/)
“Watch and listen. When I say /m/, I put my lips together like this and I hum, like this. You try it. “ (Have children take turns looking in mirror as they say /m/. Look at each other. Have children repeat 1 syllable words that begin with /m/ looking in mirror.
Name pictures that start with /m/
/m/ songs/poems
Five Little Monkeys Monkeys in a Tree We Think Mice are Nice Mice Great Big Moose Song
/m/ books Ten Furry Monsters, Stephanie
Calmenson & Maxie Chambliss
Ten Monsters in Bed, Rozanne Lanczak Williams
My Monster Mama Loves Me So, Laura Leuck andMark Buehner
Happy Birthday Moon, Frank Asch Moon Game, Frank Asch
Moon Cake, Frank Asch The Moon Shines Down, Margaret
Wise Brown
The Useful Moose, Fiona Robinson Looking for a Moose, Phyllis Root and
Randy Cecil
One Moose, Twenty Mice, Clare Beaton
I Met a Moose in Maine One Day, Ed Shankman
Mooses Come Walking, Arlo Guthrie
Mucky Moose, Jonathon Allen
Moose and Mouse, Colin West
Melinda, a Mostly Magnificent Moose, Daniel Burch Fiddler
Adventures of Maynard a Maine Moose, Marybeth Baker
Morris the Moose (I Can Read Book 1), Bernard Wiseman
Morris Tells Boris Mother Moose Stories and Rhymes, Bernard Wiseman
Intervention: Language (Vocabulary, Oral Language, Comprehension)
Goals: Understand and use new words Understand and use age-appropriate morphology Understand and use age-appropriate syntax Understand and correctly respond to questions about
stories
Storybook Repeated Reading
1 book, 4 days Day 1 introduce vocabulary words, comprehension Day 2 extended vocabulary/oral language Day 3 extended vocabulary/oral language Day 4 retell
If you do what you’ve always done, you’ll get what you’ve always gotten.
From the article Challenging the Rules from the book A Whack on the Side of the Head by Roger von Oech.