Linda BohlandLinda Bohland

Ginger MasonGinger Mason

Missy MoxleyMissy Moxley

Beth ScottBeth Scott

Melissa SwaimMelissa Swaim

• have each had a variety of experiences working with children who are considered at-risk.

• have a desire to ensure that the needs of all students are met

• wanted to learn effective early intervention strategies in order to prevent

students from becoming at-risk.

Early Intervention…

• targets young children who show signs of becoming at-risk in reading.

• operates with small group instruction• focuses on closing the achievement gap while it

is at it’s smallest; early in education• requires intense, focused, consistent instruction

• small teacher/student ratio – one to three students per group

• intense instruction that takes place for 30 to 45 minutes, three to five days a week

• re-reading familiar texts for fluency

• introduction of a new book each session

• word study/phonics instruction

• sentence writing

Developed by Marie Clay

An early instructional intervention• Attempts to prevent possible failure in learning to read• Highly intensive instructional program for at-risk students (daily basis

through one-on one tutoring)• Teachers trained to tutor under close supervision over yr.-long practicum

through graduate course• Students tutored with emphasis on contextual reading & writing• Does Not teach letter or word recognition skills in isolation• Very costly• Emphasis on intervening starting in first grade• Results from studies show students make dramatic gains & continue to

maintain gains with the help of R.R.• However, at second grade drop off in gains when no more intervention is

given• Lowest gains found in letter identification & concepts of print

Paul Van Den Brock Sandra LousbergPanayiota Kendeou Gootje Visser

Purpose: •To determine if early interventions could be developed for young children to start them on their way to becoming good readers.

•The ability to connect pieces of info develops well before reading age.

•Interventions developed for 3rd graders and preschoolers in a listening context using casual questions like those used with older elementary and high school students.

•Results-very positive- questioning during reading more effective- “read to” format.

•Full scale investigations of effectiveness of early intervention and long term results needed.

Created by: Dr. Darrell Morris of Appalachian State University

•Targets first grade students that are at risk for reading failure•Similar to Reading Recovery in philosophy and design

•Different from Reading Recovery in two ways1.Systematic word-study

2.Teacher training (team of teachers not limited to reading teachers) •Lesson plan components include:

1.Rereading familiar books (10 min.)2.Word Study (7 min.)

3.Sentence Writing ( 7 min.)4.Introduction of a new book (6min.)

•Research ResultsEarly Steps led to accelerated growth for children most at risk

•Areas of improvementSpelling, sight word abilities, and passage reading

• Purpose: A vocabulary intervention program designed to teach preschoolers the properties and concepts associated with seven taxonomic categories and the vocabulary that paired with these concepts.

• Targeted students in a district’s Head Start Classrooms

• The intervention took place over one school year.

• Students were introduced to new vocabulary through a short video, a rhyme or song, a read aloud, sorting activities, and writing.

• Results: Preschoolers gained the ability to categorize and conceptualize words. These students out-performed the control group students on assessments that required them to apply knowledge to new concepts.

Susan Neuman Serene KohTanya Wright Fran Lehr

• Early intervention is effective• The earlier, the better when it comes to intervention.

• The achievement gap grows larger with each passing year• Ideally should begin in kindergarten, no later than first grade

• Student-teacher ratio should be kept as low as possible• One-on-one or groups of no more than three

• Teachers must be properly trained in the implementation of the intervention being used.

• More studies are needed to determine long-term effects of intervention• Intervention often needs to be continued with at-risk students in

second grade and beyond in order to maintain growth.• The intervention lesson must contain several components:

• Contextual reading and re-reading on the child’s instructional level• Contextual writing• Systematic study of orthographic patterns (letter/sound or spelling

patterns)

• Our research findings indicate that Early Steps is an effective intervention for the following reasons…1. Intervention is driven by pre- and post- assessments2. Inclusion of each crucial component, including

systematic word study3. More cost-effective than Reading Recovery

• More time spent with students (practicum)• Variety of instructors can be trained (teachers,

paraprofessionals, volunteers)• Natural progression of a dynamic lesson plan

4. Targets specific areas of need5. Longitudinal studies show that students made and

maintained growth (many caught up to average-achieving peers)

6. Because Dr. Morris said so

“The cost of waiting until mid-elementary school to identify children in need of special instruction in reading is simply too great”.

-Torgenson, 2008-Torgenson, 2008

Bibliography

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Bufalino J, Chuang W, Gómez-Bellengé F, Zalud G. What’s Possible for First-Grade At-Risk Literacy Learners Receiving Early Intervention Services. Literacy Teaching & Learning: An International Journal Of Early Reading & Writing [serial online]. October 2010;15(1/2):1-15. Available from: Education Research Complete, Ipswich, MA. Accessed April 1, 2012

 

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Coyne, M. D., Harn, B., Kame’enui, E., & Simmons, D., (2004). Beginning Reading Intervention as Inoculation or Insulin: First-Grade Reading Performance of Strong Responders to Kindergarten Intervention. Journal of Learning Disabilities. Vol. 32, 90-104.

 

Foorman B, Breier J, Fletcher J. Interventions Aimed at Improving Reading Success: An Evidence-Based Approach. Developmental Neuropsychology [serial online]. October 2003;24(2/3):613. Available from: Academic Search Complete, Ipswich, MA. Accessed March 7, 2012.

 

Haager, D., & Windmueller, M., (2001). Early Reading Intervention for English Language Learners At-Risk for Learning Disabilities: Student and Teacher Outcomes in an Urban School. Learning Disability Quarterly. Vol. 24, 235-250.

 

Harn, B., Linan-Thompson, S., & Roberts, G. (2008). Intensifying Instruction: Does additional instructional time make a difference for the most at-risk first graders? Journal of Learning Disabilities. Vol. 41, No.2, 115-125.

 

Helf, S., Cooke, N. L., & Flowers, C. P. (2009). Effects of Two Grouping Conditions on Students Who Are at Risk for Reading Failure. Preventing School Failure, 53(2), 113-128.

 

Lennon, Slesinski J. Early intervention in reading: Results of a screening and intervention program for kindergarten… School Psychology Review [serial online]. September 1999; 28(3):353. Available from: Education Research Complete, Ipswich, MA. Accessed February 23, 2012.

Morris, Darrell. First Steps: An Early Intervention Program: Reading Journal Publication. 1995. Available from Eric.

 

Morris, D. (2007). One-to-One intervention in the primary grades: An idea that must evolve to survive. In B. Taylor & J. Ysseldyke (Eds.), Educational Interventions for struggling readers, K-6 (pp. 19-36). New York: Teachers College Press.

 

Morris, D., Perney, J., & Tyner, B. (2000). Early Steps: Replicating the effects of a first-grade reading intervention program. Journal of Educational Psychology. Vol. 92, No.4, 681-693.

 

Neuman S, Newman E, Dwyer J. Educational effects of a vocabulary intervention on preschoolers’ word knowledge and conceptual development: A cluster-randomized trial. Reading Research Quarterly [serial online]. July 2011; 46(3):249-272. Available from: PsycINFO, Ipswich, MA. Accessed March 21, 2012.

 

Santa C, Hoien T. An assessment of Early Steps: A program for early intervention of reading problems. Reading Research Quarterly [serial online]. January 1999;34(1):54. Available from: Education Research Complete, Ipswich, MA. Accessed March 10, 2012.

 

Shanahan, T., & Barr, R. (1995). Reading Recovery: An independent evaluation of the effects of an early instructional intervention for at-risk learners. Reading Research Quarterly. Vol. 30, No.4, 958-996.

 

Van Den Broek, P., Kendeou, P., Lousberg, S., & Visser, G. (2011). Preparing for reading comprehension: Fostering text comprehension skills in preschool and early elementary school children. International Electronic Journal Of Elementary Education, 4(1), 259-268.

 

Vellutino, F., Scanlon, D., Small, S., & Fanuele, D. (2006). Response to Intervention as a Vehicle for Distinguishing Between Children With and Without Reading Disabilities: Evidence for the role of kindergarten and first-grade interventions. Journal of Learning Disabilities. Vol. 39, No.2, 157-169.

 

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