This document discusses a study that implemented Response to Intervention (RTI) and targeted phoneme segmentation fluency (PSF) instruction for a small group of kindergarten students. RTI is a multi-tiered framework for providing early intervention to struggling students. The study provided 10 lessons focusing on PSF to a Tier 2 group of 4 students over 6 weeks, finding growth in their abilities. A control group of 3 other students who received typical instruction showed less improvement. The study concludes small-group RTI interventions can help improve literacy skills.
Getting Them to Talk: Five Fundamentals for Leading a Conversation ClassMelanie Gonzalez
Invited professional development presentation in March 2013 for the Adult Literacy League of Central Florida
For more details, see "The Art of Teaching Speaking" by Keith Folse, University of Michigan Press
Support for foreign language listeners: Its effectiveness and limitationsCindy Shen
The assessment of listening comprehension in a second language has
received relatively little attention until recently. This study investigated the effective-
ness of providing different types of listening support for learners in a foreign language
environment with a low level of English proficiency. The research was conducted with
140 students taking an English listening course at a college in Taiwan. The participants
took sections of a listening test under four different conditions. Two of the conditions
provided support in the form of either a set of pictures or a written background text.
The third condition was a repetition of the test input, whereas the fourth one was simply
no type of support. After the test, the participants completed a short questionnaire and
some of them were also interviewed. According to the results, repeating the input was
the most effective treatment, followed by having visual and textual support. However,
the limits of the learners’ English competence meant that all of the types of support
could improve their comprehension only to a certain degree. Nevertheless, the provi-
sion of appropriate support may motivate foreign language learners to improve their
listening proficiency by making adequate comprehension more attainable for them.
LETTER SPINNER APPROACH AND LETTER SOUNDS OF KINDERGARTEN PUPILS WayneRavi
This study aims to find out whether the letter spinner approach is effective on kinder pupils. The Participants of this study are the 30 kinder section one pupils of Paradise Embac Elementary School, Paquibato Davao City SY 2014-2015. Descriptive causal comparative research design was employed in the study. Results in the study showed that there was a significant difference between the pretest and post test result of the pupils of Paradise Embac Elementary School.
Hi There, please kindly use my PPT for powering your learning, please let me know if you want to discuss more. Email : silviananda.putrierito@gmail.com
Getting Them to Talk: Five Fundamentals for Leading a Conversation ClassMelanie Gonzalez
Invited professional development presentation in March 2013 for the Adult Literacy League of Central Florida
For more details, see "The Art of Teaching Speaking" by Keith Folse, University of Michigan Press
Support for foreign language listeners: Its effectiveness and limitationsCindy Shen
The assessment of listening comprehension in a second language has
received relatively little attention until recently. This study investigated the effective-
ness of providing different types of listening support for learners in a foreign language
environment with a low level of English proficiency. The research was conducted with
140 students taking an English listening course at a college in Taiwan. The participants
took sections of a listening test under four different conditions. Two of the conditions
provided support in the form of either a set of pictures or a written background text.
The third condition was a repetition of the test input, whereas the fourth one was simply
no type of support. After the test, the participants completed a short questionnaire and
some of them were also interviewed. According to the results, repeating the input was
the most effective treatment, followed by having visual and textual support. However,
the limits of the learners’ English competence meant that all of the types of support
could improve their comprehension only to a certain degree. Nevertheless, the provi-
sion of appropriate support may motivate foreign language learners to improve their
listening proficiency by making adequate comprehension more attainable for them.
LETTER SPINNER APPROACH AND LETTER SOUNDS OF KINDERGARTEN PUPILS WayneRavi
This study aims to find out whether the letter spinner approach is effective on kinder pupils. The Participants of this study are the 30 kinder section one pupils of Paradise Embac Elementary School, Paquibato Davao City SY 2014-2015. Descriptive causal comparative research design was employed in the study. Results in the study showed that there was a significant difference between the pretest and post test result of the pupils of Paradise Embac Elementary School.
Hi There, please kindly use my PPT for powering your learning, please let me know if you want to discuss more. Email : silviananda.putrierito@gmail.com
Merre tereljem gyermekem? Milyen készségekre lesz szüksége a boldoguláshoz? Milyen szakmák lesznek a piacon 20 év múlva?
Milyen készség elsajátítására ösztönözzem gyermekemet?
1. Origination
2. Build valuation football field
3. Build operating model using historical financials
4. Build transaction specific model (using operating model) and determine returns
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Assessing Chinese Language Proficiency in Young Students: Strategies and Results (I3)
Speakers: Claudia Navarro-Villarroel, Marcia Rosenbusch, Chengbin Yin
Assessing Chinese Language Proficiency in Young Students: Strategies and Results (I3)
Speakers: Claudia Navarro-Villarroel, Marcia Rosenbusch, Chengbin
Which method, isolated or integrated, of teaching vocabulary is more effectiv...Spyridoula Laizinou
This study compares 2 different methods of teaching vocabulary, isolated and integrated formats for instruction of new words for English Language Learners (ELLs). The study also evaluates participants’ opinions on what type of assessment they prefer to work with. There were two groups of students in an academic English language department for ELLs at the university level who are intending to further their college education in the United States. Each class did two readings that included target words and definitions with an assessment focused on the vocabulary. The first class was given the isolated version of one reading and the integrated of the other and the alternate versions were given to the second class.
In the isolated version, the participants were given target words with definitions and a sample sentence followed by a reading using but not highlighting the target words. The assessment of this portion was multiple-choice questions of definitions of the vocabulary. The integrated version had a second reading with the target words highlighted and their definitions below on the same page. The assessment in this case was a series of questions using one or two target words that participants answered about themselves.
The readings and words came from a vocabulary textbook that the participants had been using already for their class. For this reason, the standard of difficulty was assumed to be on par with their level. Their knowledge of the new vocabulary studied in this textbook was very low at the beginning of each lesson, so we assumed a low knowledge of the target words in our study. The statistical differences showed a variety of trends (we follow up with later) but it was also interesting to consider correlations between participants’ results and their assessment preferences. The delayed post-test showed definite acquisition of new vocabulary over time, and the need to use some FFI for vocabulary retention.
Daily 15 minutes of Speedy SSP in a small group or on a 1:1 will dramatically change your literacy levels. Can be used with struggling readers.
www.facebook.com/readaustralia
www.youtube.com/soundpics
www.readingteachertraining.com
2. RTI & PSF Framework and Subsequent Research Results
Research Question
RTI Defined / PSF Defined
Why RTI and PSF as framework for research
School & Classroom Demographics
Student Assessments and Identification
Criteria for Formation of Tier 2 Group
Specific Targeted Instructions
Data Analysis of Pre and Post Test of Yopp-Singer Test of Phoneme Segmentation
Future Strategies
Recommendations / Further Resources and Study Ideas
References
3. Research Question:
Does implementing RTI and establishing a targeted
intervention for a small group of students at the Tier
2 level, result in higher outcomes for that targeted
group?
4. RTI Defined
RTI Response To Intervention
Early / Identify & Support
Students with Learning & Behavioral Needs
Multi-Tiered Approach
Three Tiers
5. Tier 1
Tier 1 High Quality Classroom Instructions, Screenings and Group Interventions
At Risk Students Receive Extra Help
During Regular School Day / Approx. 8 Weeks
In Regular Classroom
Continually Monitored for Progress
If Progress is Not Made –
Recommendations to Tier 2
Retrieved from
http://www.rtinetwork.org/learn/what/whatisrti
6. Tier 2
Targeted Interventions / Increasingly Intensive Instructions
Based on Students Needs /Continually Monitored for Progress
Small Group Setting
Longer Intervention than Tier 1
Possible Duration, as Long as Grading Period
If Progress is Not Made –
Recommendations to Tier 3
Retrieved from
http://www.rtinetwork.org/learn/what/whatisrti
7. Tier 3
Intensive Interventions
Target Specific Skill Deficit
Individualized Instructions
If No Progress
During Interventions
Student Receives a Comprehensive Evaluation
Considered - Individuals with Disabilities Education Improvement Act / IDEA (2004)
Retrieved from
http://www.rtinetwork.org/learn/what/whatisrti
13. Classroom Demographics
• Rural School in NH
• PK – 4th Grade
• 570 Students
• Classroom Researched:
Kindergarten
• 1 Student with IEP W/Para
• 1 Student SL/OT/PT
• 1 Student Legally Blind
• Total of 15 Students
Assessed
• 4 Chosen for Tier 2 Group
14. Students Assessment and Identification
Step 1
• Yopp-Singer Test of Phonemic Segmentation
• On 9/14/2014 and 9/16/2014 - Test 15 K Students
Step 2
• 8 Students Scored 0
• 7 Students Scored as Follows – 2, 5, 6, 7, 9, 13, &17
Step 3
• Analyze Formative Assessments & Determine Tier 2
• 4 Students Chosen for Tier 2 – Scores -3,0 & 1,2
15. Criteria for Formation of Tier 2 Group
Students Considered “At Risk”
“At Risk” Determined by Initial Data Analysis
Yopp-Singer Test of Phonemic Segmentation
In Conjunction with Observational Notes
Children Who May Benefit From Small Group Instruction
Children Who Also Demonstrated Readiness for Small Group Instruction
2 Girls and 2 Boys Chosen / One of The Boys Legally Blind
16. Specific Targeted Instructions
Lesson One:
Modeling and Guided Practice
Small wooden animals in a sack.
“This is a dog and it starts with /d/.”
Girl (A) and Boy (B) Understood Initial Phoneme
Girl (R) Understood a 1/3 / Boy (S) Understood 0, Got /s/ on Spider 1-1
17. Specific Targeted Instructions
Lesson Three:
Elkonin Boxes Introduced
Unsuccessful
Unsure of themselves
Focus on Initial Phonemes
More Word Plays
Example: /r/ /e/ /d/
Slide Chips for Each Phoneme
Next Slide Just Listen…
18. Specific Targeted Instructions
Lesson Five:
Silly Song Chart
Very Successful
Change Your Name
Example; Susan to /T/ usan
Used: /t/, /d/, & /f/
Retrieved from
http://youtu.be/bSyXyouWsbU
19. Specific Targeted Instructions
Lesson Six:
Warm up / Word Play with Kinesthetic Approach
“Stretching Words”
Fingertips Lightly Touch the Floor for the First Phoneme
Stretched up the Middle, They Say Second Phoneme
Reaching to the Ceiling They Sounded the Ending Phoneme
Used Their Names & Pet’s Names for Relevance
Successful
(in the case of two phonemes a continuation of the second one towards the ceiling, or in three plus
phonemes just the ending one as they reach towards the ceiling.).
20. Specific Targeted Instructions
Lesson Seven & Ten:
Hula Hoop Phonemic Segmentation
Very Successful / Kinesthetic Approach
(A) & (B) Able to Segment 2 Phoneme Word(s) and 3 Phoneme Word(s)
(R) Able to Segment 2 Phoneme Word(s)
(S) Able to Segment One 2 Phoneme Word
Retrieved From
http://youtu.be/pywW8vne3d4
21. Tier 2 / Test Group
0
1
2
3
4
5
6
Sept. 14 Oct. 14 Oct. 16 Oct. 20
Tier 2 Group / Test Group
Girl A Girl R Boy B Boy S
22. One Caveat…
? The Validity with One Students Results…
(R) was Happy, Albeit, Unfocused on the Summative Assessment Day.
Would Like to Reassess her
24. Analysis on Control Group
(K) Was able to state ¼ of the first phonemes.
Often did not Pronounce them Correctly /rah/ for /r/
A Lot of Mistakes with Vowel /i/ for /ee/ and… /ah/ for /e/
(G) Lots of Mistakes /nah/ for /n/ and…
/da/ for /r/ *She sounded out last phoneme in word and did so incorrectly
(M) Inattentive, Rubbing Eyes
(M) Might be Responsive to
a Kinesthetic Approach?
Hula Hoops?
25. Future Strategies
More Time, Extend to Grading Period
4-5 X’s a Week ( Instead of the 2X’s)
15-20 Per Session (Longer Than 20 Min. They Lose Focus)
More Kinesthetic Approaches (Yoga?)
Small Hula Hoops For Each Student
More Songs and Word Plays.
26. Recommendations / Further Resources and Study Ideas
Boy (S) Recommended for Tier 3 Instructions
Use RTI in Literacy Instructions
Extend RTI Framework for Other Areas Such as Math & Science
Explore Lindamood Phoneme Sequencing Program (LiPS®)
Formerly Called the ADD Program
Individuals Become Aware of Mouth Actions Which produce Speech Sounds
Then Able to Self- Correct in Reading, Spelling and Speech.
Reference
Bell, L. (1999). Lindamood- Bell Learning Proces
28. Reference
Fixsen, D., Naoom, S., Blase, K., & Wallace, F. (2007, Winter/Spring). Implementation:
the missing link between research and practice. The APSAC Advisor, pp. 4–
10. Retrieved from
http://www.rtinetwork.org/images/content/downloads/get%20started/fixsen.pdf
Greenberg, P. (2006). Helping the Child Who Is Easily Distracted. Early Childhood
Today, 21(3), 21.
Hehir, T. (2014). Ensuring the success of students with learning disabilities.
Retrieved from
https://www.youtube.com/watch?v=sIxTntbZts4
McMillan, J. H. (2012). Educational research: Fundamentals for the consumer. Boston,
MA: Pearson Education, Inc.
29. Continued:
New Hampshire Department of Education. (2014). English language arts side-by-side
alignment.kindergarten. Retrieved from
http://www.education.nh.gov/spotlight/ccss/side-by-side-english.htm
Prasse, D. P. (n.d.). Why adopt an RTI model? Retrieved from
http://www.rtinetwork.org/learn/what/whyrti
Riel, M. (2010). Understanding Action Research, Center For Collaborative Action
Research. Pepperdine University. Retrieved from
http://cadres.pepperdine.edu/ccar/define.html.
Riley, C. (2014). What is a multi-tier system of support? (MTSS) Retrieved from
https://www.youtube.com/watch?v=IjyzTNfwdCU
30. Continued:
RTI. (2014). Action network. A program of the national center for learning disabilities.
Retrieved from http://www.rtinetwork.org/learn
RTI. (2010). Data in action. Retreived from
https://www.youtube.com/watch?v=04-fDELnReE
Tompkins, G. E. ( 2014). Literacy for the 21st century: A balanced approach. Upper
Saddle River, New Jersey: Pearson Education, Inc.