Interventions for Reading Problems, Second Edition: Designing and Evaluating Effective Strategies [2 ed.] 9781462520961, 1462520960

Citation preview

butuh lengkap hub [email protected]

butuh lengkap hub [email protected]

The Guilford Practical Intervention in the Schools Series Kenneth W. Merrell, Founding Editor T. Chris Riley-Tillman, Series Editor www.guilford.com/practical This series presents the most reader-friendly resources available in key areas of evidence-based practice in school settings. Practitioners will find trustworthy guides on effective behavioral, mental health, and academic interventions, and assessment and measurement approaches. Covering all aspects of planning, implementing, and evaluating high-quality services for students, books in the series are carefully crafted for everyday utility. Features include ready-to-use reproducibles, lay-flat binding to facilitate photocopying, appealing visual elements, and an oversized format. Recent titles have Web pages where purchasers can download and print the reproducible materials. Recent Volumes Clinical Interviews for Children and Adolescents, Second Edition: Assessment to Intervention Stephanie H. McConaughy RTI Team Building: Effective Collaboration and Data-Based Decision Making Kelly Broxterman and Angela J. Whalen RTI Applications, Volume 2: Assessment, Analysis, and Decision Making T. Chris Riley-Tillman, Matthew K. Burns, and Kimberly Gibbons Daily Behavior Report Cards: An Evidence-Based System of Assessment and Intervention Robert J. Volpe and Gregory A. Fabiano Assessing Intelligence in Children and Adolescents: A Practical Guide John H. Kranzler and Randy G. Floyd The RTI Approach to Evaluating Learning Disabilities Joseph F. Kovaleski, Amanda M. VanDerHayden, and Edward S. Shapiro Resilient Classrooms, Second Edition: Creating Healthy Environments for Learning Beth Doll, Katherine Brehm, and Steven Zucker The ABCs of Curriculum-Based Evaluation: A Practical Guide to Effective Decision Making John L. Hosp, Michelle K. Hosp, Kenneth W. Howell, and Randy Allison Curriculum-Based Assessment for Instructional Design: Using Data to Individualize Instruction Matthew K. Burns and David C. Parker Dropout Prevention C. Lee Goss and Kristina J. Andren Stress Management for Teachers: A Proactive Guide Keith C. Herman and Wendy M. Reinke Interventions for Reading Problems, Second Edition: Designing and Evaluating Effective Strategies Edward J. Daly III, Sabina Neugebauer, Sandra Chafouleas, and Christopher H. Skinner Classwide Positive Behavior Interventions and Supports: A Guide to Proactive Classroom Management Brandi Simonsen and Diane Myers

Interventions for Reading Problems Designing and Evaluating Effective Strategies SECOND EDITION

EDWARD J. DALY III SABINA NEUGEBAUER SANDRA CHAFOULEAS CHRISTOPHER H. SKINNER

THE GUILFORD PRESS New York London

butuh lengkap hub [email protected]

Epub Edition ISBN: 9781462520961; Kindle Edition ISBN: 9781462520978 © 2015 The Guilford Press A Division of Guilford Publications, Inc. 370 Seventh Avenue, Suite 1200, New York, NY 10001 www.guilford.com All rights reserved Except as noted, no part of this book may be reproduced, translated, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, microfilming, recording, or otherwise, without written permission from the publisher. Last digit is print number:

9

8

7

6

5

4

3

2

1

LIMITED PHOTOCOPY LICENSE These materials are intended for use only by qualified professionals. The publisher grants to individual purchasers of this book nonassignable permission to reproduce all materials for which photocopying permission is specifically granted in a footnote. This license is limited to you, the individual purchaser, for personal use or use with individual students. This license does not grant the right to reproduce these materials for resale, redistribution, electronic display, or any other purposes (including but not limited to books, pamphlets, articles, video- or audiotapes, blogs, file-sharing sites, Internet or intranet sites, and handouts or slides for lectures, workshops, or webinars, whether or not a fee is charged). Permission to reproduce these materials for these and any other purposes must be obtained in writing from the Permissions Department of Guilford Publications.

Library of Congress Cataloging-in-Publication Data is available from the publisher. ISBN 978-1-4625-1927-9 (Paperback)

To our teachers and mentors, who proved to us that modeling is the best form of teaching Brian K. Martens, Joseph C. Witt, and Dave Barnett —EJD Catherine Snow, Paola Uccelli, and Sandra Chafouleas —SN Brian K. Martens and Scott W. Brown —SC Edward S. Shapiro, F. Edward Lentz Jr., and Robert J. Suppa —CHS

About the Authors

Edward J. Daly III, PhD, is Professor of Educational Psychology at the University of Nebraska–Lincoln. He worked for several years as a school psychologist and has been training school psychologists in consultation and academic and behavioral intervention since 1995. His research focuses on developing functional assessment methods for academic performance problems. He has coauthored or edited several books and numerous chapters and journal articles on this topic. Dr. Daly served as editor of the Journal of School Psychology and associate editor of both School Psychology Review and School Psychology Quarterly. He also has served on a number of editorial boards for journals, including the Journal of Applied Behavior Analysis and the Journal of Behavioral Education. Dr. Daly is a Fellow of Division 16 (School Psychology) of the American Psychological Association (APA). He is also a Board Certified Behavior Analyst (Doctoral). Sabina Neugebauer, EdD, is Assistant Professor of Reading in the School of Education at Loyola University Chicago. Her research focuses on the language and literacy development of linguistically diverse students from childhood through adolescence. Dr. Neugebauer’s work aims to identify linguistic and affective factors that influence students’ reading comprehension for the purpose of improving the literacy outcomes of students in traditionally underserved schools. Dr. Neugebauer has conducted experimental evaluations of vocabulary interventions with bilingual students and struggling readers as well as longitudinal studies on adolescents’ motivation to read. She has published in journals including The Reading Teacher, Reading Psychology, Learning and Individual Differences, and the Journal of School Psychology. Dr. Neugebauer has also taught and collaborated with teachers across multiple settings, including elementary and middle school classrooms, in the United States and abroad. Sandra Chafouleas, PhD, is Dean for Research and Professor of School Psychology in the Neag School of Education at the University of Connecticut. Prior to becoming a university trainer, she worked as a school psychologist and school administrator in a variety of settings for children with behavior disorders. Dr. Chafouleas’s primary area of research relates to school-based behavioral issues, and she has served and is serving as Project Director on related projects funded by the Institute of Education Sciences, U.S. Department of Education. The author of over 100 refereed articles, book chapters, and books, she is a Fellow of both the American Psychological Association and the Association for Psychological Science and an invited member of the Society for the Study of School Psychology. Her commitment to graduate education is reflected in her receiving the UConn Alumni Association Award for Excellence in Graduate Teaching. Christopher H. Skinner, PhD, is Professor and Coordinator of School Psychology Programs at the University of Tennessee. His research focuses on enhancing educational outcomes for students with or at risk for disabilities. Working with professional educators, Dr. Skinner and his students develop, evaluate, and disseminate contextually valid intervention procedures. His current efforts focus on conducting comparative effectiveness studies that allow researchers and educators to identify instructional and remedial procedures that enhance learning rates. He is a recipient of the Lightner Witmer Award, Senior Scientist Award from APA Division 16 as well as the Fred S. Keller Behavioral Education Award from APA Division 25 (Behavior Analysis).

Contents

The Guilford Practical Intervention in the Schools Series Title Page Copyright Page Dedication Page About the Authors 1. Introduction and Overview Characteristics of the Approach Taken in This Book A Brief Overview of the Second Edition

2. Where Do You Start as a Consultant? Reading Targets across the Continuum of Reading Proficiency Qualities and Characteristics of Effective Reading Instruction The Instructional Hierarchy Prerequisite Skills Teaching Materials and Difficulty Levels Other Qualities of Teaching Materials Summarizing with an Example Sufficient Time for Learning and Meaningful Active Engagement Responsive Instruction Identifying the Entry Point for Intervention Efforts Too Much Effort for Too Little Yield Unsound Instructional Environment Conflicting Organizational Priorities Unwillingness to Cooperate The Right Questions Are Not Being Asked Internet Resources Aimsweb Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Headsprout Intervention Central National Center on Intensive Intervention (NCII) National Center on Progress Monitoring National Reading Panel

3. Multi-Tiered Reading Interventions with Tanya Ihlo The Origins of Response to Intervention as a Multi-Tiered Intervention Model How Multi-Tiered Interventions Are Structured in Response to Intervention Evaluating and Selecting a Strong Core Curriculum

Looking for Research-Based Curricula Using Screening Data to Evaluate Your Core Reading Curriculum Common Problems with Core Curricula Making Adjustments within Tiers Conclusions

4. Diverse Learners Who Are English Learners? Evidence-Based Guidelines and Practices for English Learners Formative Assessment Small-Group Interventions Heterogeneous Ability Groupings High-Quality Vocabulary Instruction Academic Language and the Use of Supplementary Materials How to Appropriately Assess English Learners Determining Areas for Growth Conclusions

5. Early Literacy What Is Early Literacy? Definition Phonological Awareness and Phonemic Awareness Letter Sounds and the Alphabetic Principle Phonics Why Is It Difficult for Some Students to Establish Proficient Early Literacy Skills? Recommendations for Early Literacy Instruction in a Multi-Tiered Framework Key Features of Good Content Instruction (What to Teach) in Early Literacy Key Features of Good Delivery of Instruction (How to Teach) in Early Literacy Case Example Selecting an Intervention Based on Assessment Data Instructional Program Examples Case Example Revisited Conclusions APPENDIX 5.1. Additional Early Literacy Intervention Package Resources Whole-Class Instruction Small-Group Instruction Computer Software

6. Producing Measurable Increases in Reading Fluency Why Is Fluency Important? Fluent Readers Are More Likely to Comprehend Fluent Readers Are More Likely to Choose to Read Fluent Reading Is Less Effortful Fluency-Induced Spirals Assessing Reading Fluency Using Curriculum-Based Measurement Curriculum-Based Measurement Oral Reading Fluency Assessment Materials Empirically Validated Reading Interventions Repeated Readings Phrase Drill Error Correction Performance Feedback Modeling: Listening While Reading Teaching Words in Isolation The Context for Reading Intervention: Putting the Components Together Prioritizing Intervention Strategies When You Can’t Go Lower in the Curricular Basal Series Classwide Peer Tutoring Conclusions

Instructional placement, 100t Integrity of treatment, 215–217, 219, 221t–224t Intensifying instruction, 178–179 Interactive view of reading comprehension, 151–153, 152f, 153t. See also Reading comprehension Internet resources, 22–23 Interrelatedness, 134t Intervention. See also Accountability; Consultant roles and responsibilities; Multi-tiered intervention model; Reading instruction; Response to intervention (RTI) early literacy and, 70f, 78–89 evaluating and selecting a core curriculum and, 29–38, 31t, 33t, 35f, 36f, 37t identifying the entry point for, 18–22 Internet resources, 22–23 overview, 4–7, 4t prioritizing, 117–118 reading comprehension and, 151f, 154–173, 155t, 157t, 160t, 162t, 163f, 164f, 166f, 167f reading fluency and, 103–115, 104t–106t, 107f, 108f, 114f selecting and creating, 115–122, 116t, 119f, 120f, 121t, 123f Intervention Central, 23 Intervention plan, 120f Labeled praise, 177t Language-minority (LM) students, 44. See also English learners Learners. See also English learners; Struggling readers accountability and, 196–206, 198f, 200f, 202f, 203f early literacy and, 64 overview, 43 text choices and, 174–176 vocabulary instruction and, 131–138, 131f, 132t, 134f, 136f, 137f, 138f Letter knowledge early literacy and, 57t evidence-based guidelines and practices for English learners and, 45 Letter sounds, 57f, 62, 63f, 66t, 76–77 Letter-naming fluency, 58t, 75f Limited English proficient (LEP), 44. See also English learners Listening while reading classwide peer tutoring (CWPT) and, 118–119, 121–122, 121t reading fluency and, 105t, 110–111 Manipulation, 60t Materials, instructional. See Instructional materials Measured effects resources, 204–206, 205f Metalinguistic strategies, 130 Modeling reading fluency and, 110–112 targets in reading instruction and, 13t, 16 vocabulary instruction and, 145, 145f, 146f Monitoring, 168 Motivation, 153, 153t Multidimensionality, 134t Multipass strategy, 155t, 172–173 Multiple exposures, 128f Multiple literacy skills, 65 Multisyllable words, 63f Multi-tiered framework for instruction accountability and, 207–208 early literacy, 65–77, 66t, 68f, 69f, 70f, 71f, 73f, 74t, 75f vocabulary instruction and, 144–150, 145f, 146f, 147f, 148f, 149f Multi-tiered intervention model. See also Intervention; Response to intervention (RTI) accountability and, 207–208 adjustments within tiers of intervention and, 38–42, 39t

early literacy and, 56, 65–77, 66t, 68f, 69f, 70f, 71f, 73f, 74t, 75f English learners and, 43, 50, 51 overview, 24–26, 42 structure of, 26–28, 27t National Center on Intensive Intervention (NCII), 23 National Center on Progress Monitoring, 23 National Reading Panel (NRP), 127 No Child Left Behind (NCLB), 18, 19 Nonexamples, 128–129 Nonsense word fluency, 75f Norm-referenced assessments, 143–144. See also Assessment Note taking reading comprehension and, 155t, 166, 167f, 172 worksheet for, 190–191 Oral language, 47, 51, 57t Oral reading. See also Oral reading fluency early literacy and, 75f evidence-based guidelines and practices for English learners and, 45 targets in reading instruction and, 10t Oral reading fluency. See also Fluency; Oral reading curriculum-based measurement for, 96–103, 98f, 100t, 101f empirically validated reading interventions for, 103–115, 104t–106t, 107f, 108f, 114f importance of, 91–95, 91t, 93t, 94t overview, 90–91 Oral retell measures of comprehension, 179–181 Organizational priorities, 20–22 Outcomes. See Accountability Outlines, 149f, 155t, 165–166, 166f Pacing instruction, 178–179 Peabody Picture Vocabulary Test—Fourth Edition (PPVT-IV), 139, 143–144 Peer-assisted learning, 46, 177 Peer-Assisted Learning Strategies (PALS) program, 48 Peer-reviewed research journals, 30–31 Percentage of nonoverlapping data (PND), 212–213, 212f, 218t, 219, 221t–224t Performance feedback, 105t, 107–108, 107f, 109–110 Phonemes, 64, 75f Phonemic awareness early literacy intervention package resources, 79 evaluating and selecting a core curriculum and, 34, 37t overview, 58t, 59–61, 59f targets in reading instruction and, 9–10, 10t Phonics, 57f, 62–63, 63f Phonics instruction. See also Reading instruction evaluating and selecting a core curriculum, 36, 37t selecting and creating reading interventions, 120f targets in reading instruction and, 10t Phonological awareness early literacy and, 57t, 58, 58t, 66t, 77 early literacy intervention package resources, 78–79 evidence-based guidelines and practices for English learners and, 45 overview, 59–61, 60t, 61f Phonological processing, 58t, 61f Phrase drill error correction, 104t, 109 Picture supports, 149f Polysemy, 134t POSSE strategy, 155t, 173

Postreading activities, 155t, 169–171 Practice early literacy and, 66t reading comprehension and, 155t, 158–159, 176–178 targets in reading instruction and, 13t, 15 Praise, 177t Prefixes, 63f Prereading activities, 151f, 154–162, 155t, 157t, 160t, 162t, 163f Prerequisite skills, 13 President’s Commission on Excellence in Education report (2002), 25, 29–30 Preteaching reading comprehension and, 155t, 158–162, 160t, 161f vocabulary instruction and, 149f Print awareness, 57t Prior knowledge. See Background knowledge Progress monitoring early literacy and, 70f, 73 evidence-based guidelines and practices for English learners and, 45 reading fluency and, 108, 108f Prompting, 13t Purpose of reading, 155, 155t, 168 Question answering and immediate feedback, 10t Question-and-answer relationship (QAR) training, 155t, 170–171 RAND Reading Study Group (RRSG), 151–153, 152f, 153t Rate of comprehension measure, 182–183 R-controlled vowels, 63f Reading comprehension. See Comprehension Reading fluency. See Fluency; Oral reading fluency Reading instruction. See also Response to intervention (RTI); Targets in reading instruction adjustments within tiers of intervention and, 38–42, 39t early literacy and, 65–77, 66t, 68f, 69f, 70f, 71f, 73f, 74t, 75f, 81–82 evaluating and selecting a core curriculum, 29–38, 31t, 33t, 35f, 36f, 37t evidence-based guidelines and practices for English learners, 45–50 impact of the classroom on student learning and, 13–14, 14t instructional environment and, 20 instructional materials and, 13–16, 14t instructional strategies for increasing vocabulary, 127–140, 128t, 129f, 131f, 132t, 134t, 135f, 136f, 137f, 138f, 139f integrating reading interventions with, 116 overview, 3, 8–9 qualities and characteristics of, 11–18, 12f, 13t, 14t reading comprehension and, 154–173, 155t, 157t, 160t, 161f, 162t, 163f, 164f, 166f, 167f Reading material selection, 155t Reading Recovery program, 79–80 Reading skills. See also Early literacy overview, 1–3, 2t, 56, 57t reading comprehension and, 152–153, 153t selecting and creating reading interventions, 120f Reading speed, 93–95, 93t, 94t Reasoning skills, 153, 153t Recall, 10t Reinforcement, 176–179, 177t, 178–179 Repeated reading classwide peer tutoring (CWPT) and, 118–119, 121–122, 121t reading fluency and, 103, 104t, 107–108, 107f, 108f targets in reading instruction and, 10t Repetition, 128f Reporting data results, 217–225, 217t, 218t, 221t–224t, 226f, 227f Research, 30–31

Response to intervention (RTI). See also Intervention; Multi-tiered intervention model accountability and, 207–208, 228 adjustments within tiers of intervention and, 38–42, 39t Curriculum-based measurement for oral reading fluency (CBM-ORF), 96–97 evaluating and selecting a core curriculum, 29–38, 31t, 33t, 35f, 36f, 37t evidence-based guidelines and practices for English learners and, 47 overview, 24–26, 42 structure of, 26–28, 27t Responsive instruction, 17–18 Restructuring tasks engagement, 128f Retell Fluency Measure (RFM), 180–181 Retelling methods, 179–181 Reviewing activities, 151f, 154–162, 155t, 157t, 160t, 162t Rewards fluency and, 93–95, 93t, 94t reading comprehension and, 155t Rhyming, 47, 59f, 60t Rich contexts, 128f Say It and Move It activity, 76 Scaffolding evidence-based guidelines and practices for English learners and, 45–50 vocabulary instruction and, 145f, 146, 147f Scanning the text strategy, 156 School factors, 20–22, 193–196 School-based intervention teams (SBITs), 220 Screening early literacy and, 70f, 71–73, 71f using to evaluate core reading curriculum, 32–34, 33t, 35f Second-language development, 45–51 Segmenting skills early literacy and, 59f, 60t, 69f, 75f, 76 evidence-based guidelines and practices for English learners and, 45 targets in reading instruction and, 10t Self-selected books, 174–176 Semantic organizers. See also Graphic organizers reading comprehension and, 155t, 159–162, 160t, 161f targets in reading instruction and, 10t vocabulary instruction and, 129, 129f worksheets for, 186–187 Sentence frames, 149f Silent e, 63f Skimming, 156–158, 157t Small-group interventions and instruction early literacy and, 70, 75f early literacy intervention package resources, 78–80 evidence-based guidelines and practices for English learners and, 45–50 Sound Bingo game, 83–85 Sound blending, 46 Sound discrimination, 59f Special education, 25–26 SpellRead program, 80 SQ3R, 155t, 172 Standards, 30. See also Common Core State Standards (CCSS) Story grammar reading comprehension and, 155t, 162, 163f, 164–165, 164f worksheets for, 188–189 Story maps, 10t, 164 Story retell, 179–180 Story structure, 10t

Strategic Education Research Partnership (SERP), 137 Strategic incremental rehearsal flashcard method, 105t–106t, 111–115, 114f Strategic note taking reading comprehension and, 155t, 166, 167f, 172 worksheet for, 190–191 Struggling readers. See also Learners accountability and, 207–208 early literacy and, 64 statistics regarding, 1–3 Student-generated questions, 10t Students. See Learners Study guides, 155t, 165–166 Substitution, 59f Suffixes, 63f Summarization, 10t, 155t, 169–170 Sustained reading, 155t Syllable splitting, 59f Synonyms, 128–129 Taped-words procedure, 111 Targets in reading instruction, 8–11, 10t. See also Reading instruction Task sequence, 139, 139f Teachers, 20–22, 66 Teaching. See also Reading instruction early literacy and, 68–73, 69f, 70f, 71f, 73f, 81–82 integrating reading interventions with, 116 Teaching materials. See Instructional materials TELLS (Title–Examine–Look–Look–Setting strategy) reading comprehension and, 155t, 156–158, 157t worksheet for, 185 Test of Phonological Processing Spanish (TOPPS), 52 Text choices, 173–176 Text reading, 46 Text structures, 57t Text Talk, 133, 135f Textual cues, 92 Tiered system for vocabulary instruction, 131–133, 131f, 132t. See also Vocabulary instruction Time lines, 155t, 166–167, 167f Time to devote to reading instruction, 17 Treatment integrity, 215–217, 219, 221t–224t Tutoring classwide peer tutoring (CWPT), 118–119, 121–122, 121t English learners and, 48 Types of responses, 9 VC and CVC words, 63f Visual cues, 92 Visual supports, 149f Visualization, 155t, 168 Vocabulary, 58t Vocabulary instruction assessment and, 140–144, 141f, 142f case example, 139–140, 149–150 early literacy and, 57f evaluating and selecting a core curriculum, 36–38, 37t evidence-based guidelines and practices for English learners and, 45–50 importance of, 124–127, 126t, 127t instructional strategies for, 127–140, 128t, 129f, 131f, 132t, 134t, 135f, 136f, 137f, 138f, 139f multi-tiered framework for instruction and, 144–150, 145f, 146f, 147f, 148f, 149f overview, 124, 150

reading comprehension and, 155t, 158–162, 160t, 161f targets in reading instruction and, 10t word selection for, 135–137, 136f Vowel teams, 63f What Works Clearinghouse accountability and, 195 early literacy intervention package resources, 78, 79–80 evidence-based guidelines and practices for English learners and, 45 Whole-class instruction, 75f, 78 Word banks, 149f Word discrimination, 59f Word Generation program, 137–138, 137f Word identification, 75f Word knowledge, 152–153, 153t Word reading, 5, 34, 37t, 92, 108, 109, 111 Word recognition, 10t, 66t Worksheets, 81–89, 185–191 World-Class Instructional Design and Assessment (WIDA), 53 Written language, 57t Younger learners, 131–133, 131f, 132t. See also Learners

About Guilford Press www.guilford.com Founded in 1973, Guilford Publications, Inc., has built an international reputation as a publisher of books, periodicals, software, and DVDs in mental health, education, geography, and the social and behavioral sciences. We pride ourselves on teaming up with authors who are recognized experts, and who translate their knowledge into vital, needed resources for practitioners, academics, and general readers. Our dedicated editorial professionals work closely on each title to produce high-quality content that readers can rely on. The firm is owned by its founding partners, President Bob Matloff and Editor-in-Chief Seymour Weingarten, and many staff members have been at Guilford for more than 20 years.

Discover Related Guilford Books Sign up to receive e-Alerts with new book news and special offers in your fields of interest: http://www.guilford.com/ealerts.