Supporting the Needs of Students of Students with Dyslexia in all RtI Tiers. Andrea Ogonosky, Ph.D.

Transcription

1 Supporting the Needs of Students of Students with Dyslexia in all RtI Tiers Andrea Ogonosky, Ph.D.

2 State Guidelines Tier 3 Maintain program fidelity The selected dyslexia program should be delivered with fidelity in order to remain in compliance with the law. Recommended: minutes, 4-5 times per week, as appropriate to the needs of the student. Students dyslexia services occur outside of their core instructional time. 2

3 RtI: Problem Solving Assessment Progress Monitoring Diagnostics Progress Monitoring Diagnostics Universal Screening Progress Monitoring Interventions Student Instructional Level Supplemental Interventions 120 min per week additional Student Instructional Level Supplemental Interventions 90 min per week additional Grade Level Instruction/ Support

4 Start with Universal Screening CBM MEASURES At the kindergarten level include: Phonemic Awareness (PA) and Rapid Automatic Naming (RAN). First Sound Fluency (FSF) Letter Naming Fluency (LNF) Letter- Sound Correspondence Phoneme Segmentation Fluency (PSF) Nonsense Word Fluency (NWF) Some screeners also include Picture Naming Vocabulary, Spelling, Blending of onset-rimes.

5 Universal Screening First Grade STILL PA ANDRAN Letter Naming Fluency (LNF) Phoneme Segmentation Fluency (PSF) Real Word Reading-out of context Nonsense Word Fluency (NWF) Letter Sound Fluency (LSF) Oral Reading Fluency (ORF) Some screeners also include Picture Naming Vocabulary, Spelling by Sound, Retell Fluency, and Word Use.

6 Universal Screening Grades 2 & Above Real Word Reading Nonsense Word Fluency (NWF) Oral reading fluency (ORF) Reading Maze Spelling Oral reading fluency explains reading comprehension test results from mid-first to end of third grade. By fifth grade, verbal reasoning, vocabulary and background knowledge become more and more important to overall reading achievement. (Moats & Hancock, 2004)

7 Specialized Instruction (ALL 3 Tiers)

8 Tier 1- The Big 3 Questions 1. For the student (s) what is instructional focus for support that is necessary as it relates to the relevance of grade level standards/teks? 2. For the student (s) what are the differentiated strategies that are being discussed and used within the grade level classroom? 3. Is there data available to ensure fidelity of instructional practices within Tier 1?

9 Tier 1 Reading Instruction Instructional components to increase phonemic awareness. a. Explicit teaching that is systematic by experienced teachers b. Focus is on 1 or 2 skills at a time c. Teach children to manipulate sounds and letters (overlearning) teachers must also link these essential skills for learners to understand that the sounds within our spoken language map on to the print we read. d. Teach in small flexible groups. e. Process of teaching: Model, guide, practice f. Effective management of classroom environment

10 Tier 1 Reading Instruction Instructional components that improve rate: a. Timed drill and practice exercises b. Self-monitoring for accuracy, time for task completion, and productivity using visual aides such as charts or graphs c. Set accuracy and productivity goals for students d. Have students complete tasks multiple times and in multiple contexts. e. Use positive reinforcement for efficiency in responding.

11 Tier 1 Reading Instruction Instructional component to promote generalization: a. Teach to fluency. b. Ensure instructional setting is similar to the generalization setting (transfer one skill from one context to another) c. Maximize contact with positive reinforcement.

12 Tier 1: It IS About the Instruction Effective Instruction is key to RtI success: Systematic Explicit Active Intensive

13 Tiers 2 and 3 Instruction

14 Skill Deficit Learning Hierarchy (Focus of Tiers 2 and 3) 1. Acquisition: The accuracy level the student is able to perform the skill. 2. Rate: Quick, effortless manner in which the student performs the skill. 3. Generalization: Application of the skill in various contexts. Daly, Skinner, & Chafeleous, 2005

15 Tier 2 and 3 instructional focus is individualized based upon diagnostic data.

16 Data Sources Criterion Referenced Assessment Formative Summative Screen Progress Monitor Norm Referenced Assessment Diagnostic Comparative Progress Monitor Curriculum Based Measurement Rate of Improvement Universal Screen Progress Monitor

17 Individual Differences Are Important One Size Does Not Fit All

18 Dyslexia G s Recommendations

19 COGNITIVE CORRELATES UNDERLYING READING Phonological processing Orthographic processing Rapid automatized naming (RAN) Processing speed Working memory Attention Executive Function

20 Reading Difficulties/Dyslexia CHC Process Description of Problem Intervention (All 3 Tiers) Ga, Gsm Gv, Glr, Gs, Gc Difficulty sounding out words in a phonological manner; over reliance on visual (orthographic) cues, tends to guess on words using initial letters, memorizes whole words Difficulty with rapid and automatic recognition of words in print, overreliance on phonological properties, reading is slow and laborious Multi-sensory explicit phonological approach. Focus on automaticity and fluency goals and not on explicit phonological approach. Build sight words.

21 Reading Difficulties/Dyslexia CHC Process Description of Problem Intervention (All 3 Tiers) Gf, Gsm, Gc Mechanical side of reading is intact, but difficulty deriving meaning from print. Should be on the language level: externalize the reasoning process- Summarize clarify, question, and predict.

22 Questions? More Information? Andrea Ogonosky, Ph.D.