Emphasis of a few priority phonemic awareness skills Integration of letters with sounds group instruction Use of explicit, systematic instruction (page #5). One validated model for providing early academic intervention is the use of tiered instruction. In a tiered model of instruction, all students receive the core or Tier 1 instruction. Students requiring some additional help receive small group supplementary Tier 2 instruction. Students who require intensive individualized support receive instruction designed for tier 3. Studies using tiered models of intervention have consistently shown that providing direct, explicit and systemic instruction in the evidence based components of reading instruction to students at risk of reading failure in early grades, effectively prevents many long term reading difficulties and reduces the likelihood of referral and placement programs (Cooke et al., 2010). Two areas make up quality intervention: Instructional Time and Instructional Design. The most consistent educational finding is that the amount of instructional time that children are actively engaged in results in tasks that they can perform successfully (Simmons et al., 2007). Over four decades ago, an education researcher named J.B. Carroll came up with a model of school leaning to guide the solution of educational problems grounded in the economics of instruction. His model was based on the idea that only a hand full of critical variables influence student learning, and important to this model was time or opportunity to learn. Carroll espoused the belief that economy of learning can be seen when time spent in learning equals time needed for learning. Going along with his model, it is common practice to devote more time beyond typical
Table 3.1. Data Shell Focus Question Literature Sources Type: Method, Data, Validity How are data analyzed? Rationale What is the most effective way to implement an intervention for kindergarten reading readiness? Cooke, Kretlow, & Helf (2010) Daily, Chafouleas, & Skinner (2005) Caldwell (2005) Type of Method: Instructional Plan and IP Interview Type of Data: Qualitative Type of Validity: Content Coded for themes: Recurring Dominant Emerging Looking for categorical and repeating data that form patterns of behaviors What effects will an intervention have on students’ academic achievement? Block (2003) Papadopoulos, Charalambous, Kanari, & Loizou (2004) Slavin (2003) Type of Method: Lexia Reading Test Type of Data: Quantitative, Nominal Type of Validity: Content Dependent T Independent T To determine if there are significant differences between means from one group tested twice, significant differences between means from two independent groups How will teachers and students feel about the intervention? (2003) MacDonald & Figueredo (2010) Papadopoulos, Charalambous, Kanari, & Loizou (2004) Type of Method: Reflective Journal, Student Pictograph, Group Type of Data: Qualitative, Nominal Type of Validity: Construct for themes: Recurring Dominant Emerging Looking for categorical and repeating data that form patterns of behaviors.
Educational Psychology, 100 (2), 235-251. Retrieved from: Block, C. C. (2003). Literacy difficulties: Diagnosis and instruction for reading specialists and classroom teachers (end ed.). Boston: Allyn and Boston. S. (2004). Poverty and schooling in the U.S.: Context and consequences. Cladem Heights, NJ: Lawrence Erlbaum Associates. Caldwell, J. S., & Leslie, L. (2005). Intervention strategies to follow informal reading inventory assessment: So what do I do now? Boston: Allyn and Bacon. Children Now. (2009). Kindergarten Readiness Data: Improving children’s success in school. Education policy Brief, 1-17. Cooke, N.L., Kretlow, A.G., & Helf, S. (2010). Supplemental reading help for kindergarten students: how should you start? Preventing School Failure, 54 (3), 137-144. doi: 10.1080/10459880903492924 Coyne, M.D., McCoach, B., & Kapp, S. (2007, Spring). Vocabulary intervention for kindergarten students: comparing extended instruction to embedded instruction and incidental exposure. Learning Disability Quarterly, (30), 74-88. Dailey, E. J., Chafouleas, S., & Skinner, C.H. (2005) Interventions for reading problems: Designing and evaluating effective strategies. New York: Guilford Press. Denzin, N., & Lincoln, Y. (1998). The fifth moment. In N. Denzin & Y. Lincoln (Eds.), The landscape of qualitative research: theories and issues (pp. 407-430). Thousand Oaks, CA: Sage Publications. Eisner, E. (1991). The enlightened eye. New York: MacMillan. Gay, L., G., & Airasian, P. (2009). Educational research competencies for analysis and applications (9th ed.). Upper Saddle River, NJ: Pearson Education, Inc.
Georgia Professional Standards commission [GAPSC] (n.d.). Georgia Framework for Teaching. Retrieved from Gillet, J.W., Temple, C., & Crawford, A.N. (2004). Understanding reading problems: Assessment and instruction (6th ed.). Boston: and Bacon. Kinchloe, J., & McLaren, P. (1998) Rethinking critical theory and qualitative research. In N. Denzin & Y. Lincoln (Eds.), The landscaper of qualitative research: Theories and issues (pp 260-299). Thousand Oaks, CA: Sage Publications. LaGrange College Education Department. (2010). The Conceptual Framework. LaGrange, GA: LaGrange College. MacDonald, C., & Figueredo, L. (2010). Closing the gap early: Implementing a literacy intervention for at-risk kindergartens in urban schools. The Reading Teacher, 63(5), 404-419. doi:10.1598/RT.63.5.6 McCartney, K., Dearing, E., Taylor, B.A., & Bub, K.L. (2007). Quality child care supports the achievement of low-income children: Direct and indirect pathways through caregiving and the home environment. Journal of Applied Development Psychology, 28 (5-6), 411-426. Retrieved from National Board for Professional Teaching Standards. (2010). NBPTS-Five Core Propositions. Retrieved from: standards/the five core propositions Papadopoulos, T.C., Charalambous, A., Kanari, A., & Loizou, M. (2004). Kindergarten cognitive intervention for reading difficulties. European Journal of Psychology of Education, XIX (79-105). Payne, R.K. (1996). A framework for understanding poverty (4th revised ed.). Highlands, TX: aha! Process, Inc. Popham, W. (2008). Classroom assessment: What teachers need to know (5th ed.).
Week ELAKR2 c. Blends and segments syllables in spoken How do I blend sounds to make words? Students will put two letter tiles together to make a blend. Students will look at a picture and determine what the blend is. Cupp Cards (blends) Blending letter cards and picture cards Full Circle Reading Book Blending sounds Week ELAKR3 e. Applies learned phonics skills when reading and sentences in stories How do I learn new words? The student will read simple sentences picture clues to help. Sentence Strips Full Circle Reading Book Sounds Words Week 10 ELAKR3 e. Applies learned phonics skills when reading words and sentences in stories How do I new words? The student will read simple sentences using CVC words. Sentence Strips Full Circle Reading Book Decodable words Week 11 ELAKR4 How do I learn new words? The student will be Sight Words on cards. The student will be shown picture Sight Word cards is needed. Sight Word Cards (various decks) Word Picture Cards (various decks) Full Circle Reading Book Words Week 12 ELAKR4 How do I know what words mean? The student will be shown Sight Words on Cards. The student will read as many as possible in a minute. Sight Word Cards (various decks) Sight Word Picture Cards (various decks) Full Circle Reading Book Sight Words Week 13 ELAKR4 b. Reads previously taught grade-level text with appropriate expression How do I read with expression? The student will listen to the teacher read a short story. The teacher will describe voice changes to show expression. Reading A-Z Readers Sample reading passages from Lexia Full Circle Reading Book Expression Fluency Week 14 ELAKR4 b. Reads previously taught grade-level text with appropriate expression How do I read with fluency? The student will echo read a short passage with the teacher. The student will read the same passage independently using expression. Reading A-Z Readers Sample reading passages from Lexia Full Circle Reading Book Expression Fluency
Appendix D Questions for Focus Group Do you think kindergarten students can raise their Lexia scores through an intervention program? Do you the students should learn the curriculum and raise scores on their own? Why should teachers want to intervene and help raise a student’s scores? Do you recommend any materials and or technology to aid in my intervention? Have you ever implemented a reading readiness intervention into your classroom? If so what was your instructional plan for the intervention? Why do you think students enter kindergarten lacking readiness skills? Should Pre-K standards be higher in to prepare students for the more rigorous standards facing kindergarten students? After receiving an intervention program in kindergarten, do you think it would be beneficial for students to carry their intervention plan with them to first grade? Would you be interested in implementing my intervention program into your classroom?