This document discusses Response to Intervention (RtI) and creating effective Tier 2 and 3 literacy interventions for adolescents. It provides validation for RtI approaches, outlines practical strategies and resources for implementation, and discusses information to further refine RtI programs. Key points include organizing interventions in tiers of increasing intensity based on student need, using data to drive decision making, and matching interventions to assessed student needs in domains like word study, fluency, vocabulary, and comprehension. Direct and explicit instruction is emphasized along with intensive small group work for struggling readers.

1. RTI: Creating Effective
Tier 2/3 Interventions,
Applying the Research
ESU #3 Omaha Region
Adolescent Literacy Project
January 11, 2012
Dr. Kevin Feldman
www. scoe.org/reading kfeldman@scoe.org

2. Literacy: It’s EVERYONES’
Responsibility
√ reading, writing AND speaking, listening
√ across the grades, content area disciplines
√ “having competence or knowledge” valued in the discipline

3. Teaching is VERY
Personal...

4. Max & Zoe 7 yrs Later…

5. and 3 years ago...

6. 1.) Validation/Motivation - explore the critical
aspects of RtI2 & how they relate to
overall improved secondary achievement.
2.) Practical strategies/resources to apply within
your school setting to ensure ALL students receive
effective Tier 2/3 interventions who need them.
3.) Information/resources to investigate/inquire/
explore beyond today as you continue to refine
your RtI2 program.

7. What is RtI2?
(and what’s with the “squared” business?)
 Response to Intervention
 Response to Instruction
 “Really Terrific Instruction”

8. What do we mean
by “intervention”?
“Insanity: doing the same things over
and over and expecting DIFFERENT results”
or
“If you keep doing what you’ve been doing,
you’ll keep getting what
you’ve been getting...”

9. RtI2 Organizes Interventions in Tiers
If progress is
inadequate, mo Tier 1: Primary Intervention
ve to next level. Enhanced general education,
improve core instruction
Tier 2: Secondary Intervention
- additional time (e.g. 1 period.)
- matched to assessed needs.
Tier 3: Tertiary Intervention
- even more time, (e.g. 2 period)
- more specialized curricula, etc.
Clear exit
criteria - avoid “lifers”
if possible!
www.rti4success.org

10. 75-80% Should Be Meeting Benchmark in Tier 1 - CORE
3-5%
15-25 % AT-
RISK
75-85 %
MEETING BENCHMARKS
“Gut Check”: As of this Winter where is your school
by grade level (% in Tier 1 at benchmark?)

11. Bottom Line: Improving Secondary
Literacy Requires Some Viable Form of:
1) School-wide Content Literacy Focus
- “responsive instruction” used across the curriculum (Tier 1)
- academic vocabulary, academic writing across the curriculum
- comprehension strategies taught across the curriculum
2) Provide Literacy Intervention Classes -
- matched to assessed student needs
- Tier 2: 1 period supplemental “strategic” classes
- Tier 3: 2 period, often replacement or “intensive care”
3) Focused Collaboration (PLC)
- data/evidence based cycle of inquiry
- change practices based on student progress/results
- regular data-based meetings/plan-revise-improve

12. Research Informed Resources
for Improving Adolescent Literacy
1) Research reports, summaries & program evaluations:
√ What Works Clearinghouse: http://ies.ed.gov/ncee/wwc/
√ Best Evidence Encyclopedia: http://www.bestevidence.org/
√ Center on Instruction: http://www.centeroninstruction.org/
√ RTI National Center: http://www.rti4success.org/
2) Instructional Strategies/Tools/Resources
√ SIM – U of Kansas Strategic Instruction Model:
http://www.ku-crl.org/sim/
√ Project CRISS: http://www.projectcriss.com/
√ Teach Like a Champion: http://uncommonschools.org/
√ Explicit Instruction (Archer & Hughes):
http://explicitinstruction.org/
√ All About Adolescent Literacy: http://www.adlit.org/
√ Doing What Works: http://dww.ed.gov/

13. http://www.rti4success.org/
sign up here!

14. sign up here!

15. Feldman’s Biased Literacy Listserve
Subscribe at:
www.scoe.org/reading

16. A Simple Truth
There is NO intervention or ELD program
powerful enough to make up for an ineffective
General Ed program - the heart of improving
student achievement in RtI2/ERIA is in
improving Tier 1 Gen Ed instruction.

17. A Comprehensive Literacy Solution for
Middle and High School – Dr. Joe Torgesen
1. Remember that the thinking and knowledge
demands for literacy increase every year
Content area teachers must be part of the
solution (Tier 1 – Content Enhancement)
2. Remember the most struggling readers are far
behind their peers in many areas
Reading teachers must teach them basic and
advanced reading skills as intensively and
skillfully as the school can manage

18. Latest Research Summary:
Secondary Literacy
www.centeroninstruction.org

19. Self Assessment re: IES Recommendations
Across Content Areas in grades 4-12
1) Provide explicit vocabulary instruction
2) Provide direct & explicit comprehension strategy
instruction Tier One
3) Provide opportunities for extended discussion of
text/content meaning and interpretations
4) Increase motivation and engagement in literacy
learning (e.g. connections, choice, applications, etc)
5) Make available intensive individualized interventions
for struggling readers that can be provided by
Tiers Two & Three
qualified specialists. (i.e. “tiered interventions”)
* We know what to do... our challenge is mustering the
will, courage, and coherent focus to do the job...

20. The Knowledge Base
FREE at: www.centeroninstruction.org

21. Essential Components of
Reading/Literacy for Adolescents
ALL struggling students need direct and explicit instruction in:
Vocabulary
Comprehension
Motivation and Engagement
Speaking & Writing
SOME struggling students need direct and explicit instruction in:
Advanced Word Study
(a very few basic phonics/decoding)
Fluency (to promote comprehension)

22. Direct & Explicit Instruction
is Unambiguous – Clear - Focused
Ask Anita Archer!
I do it
We/Y’all do it
You do it

24. Structured Engagement “tool kit”:
Ensure ALL Are Responding
1) Choral Responses -pronounce it together
- teacher cues students to respond (e.g. hand signal, voice, eyes)
- physical responses too; fingers under the word, chart,etc.
- “thumbs up when you know” (think time)
2) Partner Responses/Small Group (if warranted)
- teacher assigns - provide a label/role “1’s tell 2’s”
- alternate ranking (high with middle, middle with lower)
- thoughtful questions/prompts/up & down Bloom’s taxonomy
3) Written Responses
- focused prompts increase thinking, accountability, focus
- structure academic language (e.g. sentence starters)
4) Individual Responses (AFTER rehearsal/practice)
- randomly call on individuals, use “public voices”
- complete sentences, using new vocabulary

25. But, Houston , we have a...

26. How Effective Have Our
Interventions Been for
Seriously Struggling Readers?
Are we narrowing/closing the gap?
** Why or Why not???
What Does Your
**Implications?? Local Data Say?

27. (Torgesen et al. 2001)
70 71.8

28. Reading instruction in the resource room:
Set up for failure.
Exceptional Children, Moody, S. W., Vaughn,
S., Hughes, M. T., & Fischer, M. (2000). 66, 305–316.
Why? How is it set up for failure?
 Groups far too diverse (i.e. diff. levels with diff. needs)
 Too many students at once (lack of small group inst.)
 Too much silent seat work, work sheets, while research
consistently finds to close the gap, students require:
- Intensive, Interactive, Instructional Level
TEACHING

29. While it is true we have little replicated research
re: secondary RtI...we have an emerging database
re: Adolescent Literacy–Including Struggling Readers.
What is currently known about
proving effective remedial
interventions for older students
with serious reading difficulties?

30. KEYS to Effective Reading
Interventions: Research Conclusions
“It’s ALL About the Match”
1) TIME - allocated & engaged
2) GROUPING - based on assessed needs/group size
3) CURRICULUM - matched to assessed student
needs & research based “tools”
4) INSTRUCTION - active, language rich,
Responsive - “I do it, We do it, You do it”
** Driven by Assessment to Guide Your Decision Making

31. Reading Intervention Domains for
Adolescent Struggling Readers
Word Study
Fluency
Basic Intervention Options:
Vocabulary
1) Targeted intervention of one
or more domains (Tier 2)
Comprehension
2) Comprehensive intervention
Writing addressing ALL domains (Tier 3)
Motivation/
Engagement

32. Matching Intervention to Assessed Needs:
Targeted & Comprehensive Levels
- Adapted from Drs. Anita Archer & Mary Gleason
Tier 3 Tier 2 Tier 1
0-5. Comprehensive inter. 5-8 Targeted Inter. 8.0 Content Enhancement
√ Intense Word Recognition √ Strategies for decoding √Study Skills
- basic phonics longer polysyllabic words
- word study/spelling .
- affixes . √ Content Reading Strat.
√Phonemic awareness - complex vowel patterns - text structure
- summarizing
√ Fluency Building √Passage Reading/Fluency - inference
√Vocabulary/Academic Lang √ Academic writing - preteach vocabulary
√Comprehension Strat. √Test taking strategies
√ Independent reading √ Academic vocab. √ Academic Writing
√ Writing √ Study skills/note taking √ Research/Project skills
2-3 periods 1 period Embedded Core
Formative assessments/progress monitoring are the
“coin of the realm” - data drives the train!

33. A Few Practical Distinctions for Tier 2 & 3
(note: generalizations NOT rigid rules)
Tier 2 Tier 3
Time 1 – period 2 periods
Targeted instruction Comprehensive
Focus instruction - may
1-2 specific areas
* always supplemental be an ELA replacement
to ELA Core Program for ELA (w/credit HS)
Progress every 4 weeks every 2-3weeks
Monitoring

34. E. G. Creekside Middle School
RTI Literacy Support Model
Tier 3: INTENSIVE
√ 2 period block - replaces Lang. Arts
√ READ 180 Curriculum
√ Smaller classes *English Credit
Tier Two: (A) STRATEGIC - #1
√1 period supplement to Lang. Arts
√ Targeted Programs (e.g. REWARDS, RN)
Tier Two (B): STRATEGIC - #2
√ 1 period supplement to Lang. Arts
√ Skills for School Success curriculum
√ REWARDS plus, What’s Happening?

35. One Example: Mountain Ridge
Middle School - Paradise (Chico, CA.)
Structure: Added a 7th period to the day by cutting 7 min. from the
other 6 periods - WHOLE SCHOOL is in a “reading class”.
Content: 4 Levels Based on Assessed NEEDS - NOT labels
Tier 3 Tier 2 Tier 1
Intensive Strategic -1 Strategic -2 Benchmark
√2 periods is √ advanced √ REWARDS + √ Content
their ELA decoding (content lit) elaborations
√ decoding (REWARDS) √ academic √ vocabulary
(Language!) √ fluency writing √ writing
√ fluency √ comp. strat √Study skills √ research
√ oral comp. √ vocabulary √ vocabulary projects
√ vocabulary

37. Assessment is A KEY to An
Effective RtI System
3 Key Questions Assessment Must Address
Screening: Who needs help?
- set your “cut point” for support (e.g. statelocal scores, Credits/Grades)
- use data you already have (State/Dist tests, Grades, Credits)
 Brief Diagnostics: What help do they need?
- rule in/out decoding (Is decoding impairing comprehension?)
- use ORF – 3 passages, mid score, meaning distorting errors?
Progress Monitoring: “is the help helping?
- evaluate the effects of our instruction via data
- Is it working? If not - Do Something Different!!

38. Big Idea: Rule In or Rule Out
Q: Does the student need
Word Level intervention;
i.e. decoding/fluency work?
No silent test (e.g. State Tests, AR, SRI, Gates, etc)
can tell us this – we must listen to them read...

39. Sources for ORF Passages Gr. 6-8
* Use 8th Gr. for 9-12 *
√ Benchmark Fluency Assessor
www.readnaturally.com
√ Aimsweb
http://www.aimsweb.com/
√ CORE - Assessing Reading Multiple Measures
http://www.corelearn.com/

40. Compare Score to ORF Norms
Grade %tile Fall Winter Spring *Expected Growth
√ Is there a fluency problem? Severe or Moderate?
√ Is there a decoding problem (lots of errors, esp.
meaning distortion errors (not ELLs dropping a tense
marker like /ed/) ?
- if an issue, may add Phonics/Decoding Assessment
Why 8th Gr. Passage for HS ? - Fluency/Decoding difficulty is not
significantly different in 9-12 (diff. is all vocab/sentence complexity)

41. PHS - 2006/7 - Gr. 9
Totals
Class of Approx 450
79
1st Cut - Students Scoring “Below/Far Below” CSTs
Level 1 - Intensive Decoding/Fluency Needs/(ELD) 12
* fluency well under 100 WRC & 7+ errors (meaningful)
Level 2 - Moderate Decoding & Fluency Needs
* fluency 100-120, 4-7 errors 35
Level 3 - Modest - Moderate Fluency Needs
* fluency 120 - 140 0-5 errors 20
Level 4 - No Significant Fluency/Decoding
All Vocab/Comp/Writing 140+, 0-5 errors 12

42. Differentiate Interventions Based
on Brief Diagnostic (Rule in/out process)
Rule In – Need Word Study (decoding/fluency)
Most severe – Tier 3 Intervention 2 per. (e.g. READ 180, L! etc.)
- 12 students combined w/existing SpecEd
*need it all; decoding/fluency/vocab. & comp
Moderate A – Tier 2 Intervention (e.g. REWARDS, RN,
etc.)
- 55 students need 1 period
- decoding/fluency w/vocab/comp focus
Rule OT – Does NOT Need Word Level Intervention
Moderate B – Tier 2 Intervention (SIM, RT, L, etc.)
- 12 students need 1 period
- vocab/comp/writing strategy focus

43. Word Reading/Decoding Diagnostic Assessments
Assessing Reading Multiple Measures
www.corelearn.com
- San Diego Quick/Core Phonics Survey
- Vocab/Comp/Fluency & more
Quick Phonics Screener
www.readnaturally.com
- 3 forms, detailed decoding diagnostics
TOWRE (Test of Word Reading Efficiency)
-www.proedinc.com

44. Progress Monitoring Assessment
for Secondary Students
Data Source Question Answered
√ ORF (Oral Reading
Is the gap closing?
Fluency) – Decoding needs
Is the rate of progress
√ MAZE (Cloze vocab/comp
adequate -should we keep
measure)
“doing what we are doing?”
√ Scholastic Reading Inventory
STAR - other quick comp
measures
* Some interventions (e.g. READ 180) have PM tools built in
* Best source: www.rti4success.org - click on tools

45. Grouping Students by Instructional Need
“It’s all about the match”
Key Question/Decision: (Rule in- Rule out)
“Do they need word study/fluency intervention?”
How many students demonstrated serious fluency
(ORF) & decoding (errors- number & type)?
* below 120 WCPM suggests fluency/decoding issues
* below 95% accurate suggests decoding issues
* error type – if EL and dropping ed/ing/es NOT
changing meaning – is a English structure issue NOT
decoding

46. The Knowledge Base
FREE at: www.centeroninstruction.org

47. What Kind of Support Can Specialized
Teachers Provide to Struggling Readers?
Specialized teachers (e.g., intervention teachers,
reading specialists, special education teachers) can
use the strategies covered in this Meta-analysis with
struggling students during small-group instruction or
intervention classes. (Tier 2/3)
Specialized teachers can also coordinate/co-
teach with content-area teachers to provide
guidance on instructional strategies that may
assist struggling readers in their content-area
classes as they learn to read expository text. (Tier
1)

48. Selecting Research Validated
Intervention Tools & Programs
•First assess & determine student needs
•Examine efficacy data using objective sources:
√ What Works Clearinghouse
http://ies.ed.gov/ncee/wwc/
√ National RTI Website
http://www.rti4success.org/instructionTools
√ Best Evidence Encyclopedia
http://www.bestevidence.org/reading/mhs/top.htm
√ Florida Center for Reading Research
http://www.fcrr.org/fcrrreports/creportscs.aspx?rep=supp

49. Please remember....
Well designed and research supported
programs matter, but in the final analysis
it is PEOPLE not programs that make the
difference...
√ does it match the student’s needs?
√ right teachers for the job?
√ adequate time allocated?
√ fidelity of implementation?
√ “tweak” based on PM data?

50. RTI Interventions Self Audit
1) Individually reflect upon, fill out the Self-Audit
assessment form
2) Share/compare rankings and perception...
3) Agree upon 1-3 concrete “next steps” to
improve the range of interventions implemented
at your site.

52. Word Study is…
Instructional practices that
improve word-level reading.
Research indicates that…
Older students in need can benefit from word
study instruction (Edmonds et al., 2009;
Scammacca et al., 2007).

53. Why is Effective Word Study
Instruction Important for
Some Students?
 Some students have not reached the level
of word-reading ability typical for their
grade (Daane et al., 2005).
 Poor word-reading ability can
consequently affect fluency rates and
overall comprehension of text.

54. Word Study
Successful Readers Struggling Readers
Read multisyllabic words and use strategies to Often read single-syllable words effortlessly but
figure out unknown words. have difficulty decoding longer, multisyllabic
words.
Make connections between letter patterns and May lack knowledge of the ways in which sounds
sounds and use this understanding to read words. map to print.
Break words into syllables during reading. Have difficulty breaking words into syllable parts.
Use word analysis strategies to break difficult or Often do not use word analysis strategies to break
long words into meaningful parts such as words into parts.
inflectional endings, prefixes, suffixes, and roots.
(Bhattacharya & Ehri, 2004; Nagy, Berninger, & Abbott, 2006; Boardman et al., 2008)

55. Reasons for Word
Study Difficulties
 Students might not have been effectively taught
how to decode in the earlier grades.
 Students might not have been given adequate
opportunities to practice.
 Students may struggle to understand letter-
sound correspondences or the “rules of the
English language.”

56. COI Meta-analysis
Word Study Intervention
FINDING IMPLICATION
Interventions For older students
focused on word struggling at the word
study had a level, specific word
study intervention is
moderate overall
associated with
effect. improved reading
outcomes.

57. Highlighted Study:
Bhattacharya & Ehri (2004)
Participants
60 struggling readers (non-LD),
grades 6 through 9
Received one of two interventions Received
provided by a researcher for current school
four sessions totaling 110 minutes. instruction.
Whole (Comparison Group)
Syllable Word n = 20
Chunking Reading
n = 20 n = 20

58. Which Strategy do You Think
was Most Effective? Why?
Study Findings
Syllable training enhanced readers’ decoding
ability on transfer tasks.
Syllable training enhanced readers’ ability to
retain spellings of words in memory.
Whole word training was not found to help
struggling readers on any of the decoding or
spelling transfer tasks.

59. Conclusions About
Word Study Instruction
For adolescent readers who struggle at the
word level, instruction in word study skills can
improve word identification skills.
There are a variety of instructional methods for
this purpose, but most involve teaching
students to decode words by recognizing
syllables types or by analyzing parts of words
(e.g. prefixes, suffixes, roots)
Targeted Curricula Include:
√ REWARDS - http://www.sopriswest.com
√ SIPPS (Challenge Level) - http://www.devstu.org/sipps

60. For example: brief simulation
The Most Common Prefixes in English
Prefix Meaning % of prefixed example
words
un not; reversal of 26% uncover
re again, back, really 14% review
in/im in, into, not 11% insert
dis away, apart, negative 7% discover
en/em in; within; on 4% entail
mis wrong 3% mistaken
pre before 3% prevent
pro in favor of; before 1% protect
a not; in, on, without 1% atypical

61. Teaching Prefixes
Clarify the function
Usually changes the MEANING of the base
or root word.
Read
preread (before)
reread (again)
misread (wrong)
pseudoread (fake)

62. Systematic Practice in Identifying, Reading,
& Understanding Prefixed Words
preview pre
reform re
misplace mis
uncover un
Find the word in the list above that means to
put something in the wrong place. ___________

63. The Most Common Suffixes in English
Suffix Meaning % of suffixed example
words
s, es more than one 31% characters
verb marker
ed in the past; quality/state 20% walked
ing when you do something; 14% walking
quality, state
ly how something is 7% safely
er, or one who, what/that 4% drummer
which
tion, sion state, quality; act 4% action/mission
able, ible able to be 2% disposable,
reversible
al, ial related to, like 1% final, partial

64. Teaching Suffixes
Clarify the function
A Suffix usually changes the part of speech,
verb tense, plural, of the base word (sometimes
changes the meaning)
to read (v) meaningless
read-er (n)
read-ing (n)
read-able (adj)
read-ability (n)

65. Systematic Practice in Identifying, Reading,
& Understanding Suffixed Words
viewing ing
completeness ness
comfortable able
vacation tion
Find the word in the list above that means to
feel good or at ease: ___________

66. A Strategy for Reading Longer Words
Directly teach students to apply this (after 10-15 “preskill” lessons”
& fade to covert application... Release of responsibility)
* Initial Strategy Instruction - Explicitly Taught -Overt to Covert 1.
Circle any word parts at the beginning & end of a word:
independent
2. Underline the vowels in the rest of the word
independent
3. Say the parts - looping your finger under each part
in de pen dent
4. Say the whole word - make it a real word/does it
make sense in the sentence?
independent

67. Strategy Practice
propeller

68. infection

69. Dr. Anita Archer Teaching Polysyllabic Decoding
to 7/8th Graders in Intervention: REWARDS (SoprisWest)

70. Technology For Decoding/Word
Study IF Students Need It
Low tech, useful, effective
http://www.lexialearning.com/
“SOS” - Strategies for Older Students
SKILLS REINFORCED INCLUDE:• Levels 1, 2 and 3: Word-attack and
contextual strategies necessary for automatic word recognition (practice with
one- to two-syllable words, sentences and paragraphs)• Level 4: Word-attack
strategies for multi-syllable words containing open and consonant -le syllables
as well as hard and soft "c" and "g"• Level 5: Word-attack strategies for refining
Anglo-saxon prefixes and suffixes, recognition of Latin prefixes and suffixes,
division of words into prefix, root and suffix, advanced decoding and
comprehension skills (practice with two- to four-syllable words containing
special accent patterns), vocabulary and word recognition and practice with
common Greek combining forms

71. Why Technology w/ Secondary Intervention?
 Provide 1-1 on level instruction w/feedback,
allowing teachers to differentiate - not a
“one size fits all”, but personalized
 Adolescents tend to react positively to
using technology - it’s “hip and happening”
 Don’t need to publicly “advertise” various
limitations/lack of skill-knowledge
 Easy to track progress - show growth
 Avoids some class mgt. issues

73. Caveat: A Note About Fluency
 We currently do not have adequate research to
recommend fluency instruction for adolescents. For this
reason, we do not describe fluency instruction for older
students with reading difficulties. (COI report)
 This does not mean that fluency instruction for older
readers with reading difficulties is NOT effective. It means
that we do not have adequate research to indicate that it
IS effective.
 When additional research becomes available, the Center
on Instruction will develop guidance on fluency instruction
for struggling adolescent readers.
* meanwhile we suggest....

74. Fluency: Differing
Instructional Needs
 Adolescents whose oral reading rate on grade-level
text is:
Below 70 wcpm* need more practice with word
recognition in addition to possible fluency practice;
Between 70 and 120 wcpm* may benefit from some
fluency instruction; and
Greater than 120 wcpm* may benefit more from
increased vocabulary and comprehension instruction
rather than increased fluency instruction.
* Ranges are approximations.

75. Wide Reading vs. Repeated Reading
Which is More Effective?
More research is needed in the area of fluency
instruction for older students.
Recommendation IF You Choose to Provide Fluency
Instruction:
 Use a combination of repeated reading and wide reading.
 Repeated reading provides opportunities for students to
improve and automate their sight vocabulary.
 Wide reading exposes students to new and different content,
vocabulary, and text types.

76. Guided Oral Repeated Reading
At Your Instructional Level
4 Elements That Must Be Present
To Effectively Build Fluency
 Guided - Teacher, CD, Tape
 Oral - Not Silent
 Repeated - more than twice (“6 +/- 3”)
 Instructional level - in your “zone”

77. READ NATURALLY Steps
1. Pick a selection and get the tape/log on
computer
2. Write a prediction/question.
3. Time yourself (cold) reading.
4. Mark your graph in blue.
5. Read along with the tape/CD ROM.
6. Practice reading without the tape/CD.
7. Answer the comp. questions.
8. Pass the story.
9. Mark your graph in red.
10. Write a retell or summary.

78. Fluency Instruction:
Conclusions
The level of fluency required for secondary struggling
readers to read effectively and understand text is not
entirely clear.
For some students, fluency may help build a link
between decoding and comprehension, but fluency
does not cause comprehension.
Teachers should not spend a lot of time on fluency
instruction and should pair it with instruction in
decoding and/or vocabulary and comprehension-
enhancing practices (e.g. REWARDS does this)

80. Vocabulary
Successful Readers Struggling Readers
Are exposed to a breadth of vocabulary words Have limited exposure to new words.
in conversations and print at home and at May not enjoy reading and therefore do not
school from a very early age. select reading as an independent activity.
Understand most words (at least 90 percent) Read texts that are too difficult and thus are not
when they are reading and can make sense of able to comprehend what they read or to learn
unknown words to build their vocabulary new words from reading.
knowledge.
Learn words incrementally, through multiple Lack the variety of experiences and exposures
exposures to new words. necessary to gain deep understanding of new
words.
Have content-specific prior knowledge that Often have limited content-specific prior
assists them in understanding how words are knowledge that is insufficient to support word
used in a particular context. learning.
(Boardman et al., 2008)

81. COI Meta-analysis
Vocabulary
FINDING IMPLICATIONS
Vocabulary interventions We know that directly
had the largest overall teaching students the
effect size. meaning of words and how
to use strategies to uncover
meanings of words can
improve students’
knowledge of the words
taught.
What we don’t know is
whether or how vocabulary
instruction influences global
comprehension.

82. COI Meta-Analysis:
Vocabulary
FINDING
Vocabulary interventions had the largest overall
effect size.
CAVEAT
Standardized measures are not typically
used for measuring vocabulary knowledge and use.
Only researcher-developed measures were used
in the studies in the meta-analysis.

83. Explicit Vocabulary
Instruction
Direct instruction of specific words
Direct instruction of strategies to
promote independent vocabulary
acquisition
(Kamil et al., 2008)

84. Explicit Instruction of Specific
Words
What is it?
Instruction on the meaning of specifically selected high
leverage academic words
Instructional Recommendations
 Devote a portion of time each day to instruction on
specific words
 Provide repeated exposures to new words in multiple
contexts (Beck et al., 1982)
 Supplement explicit instruction with opportunities to use
new vocabulary in a variety of contexts (during
discussion, while writing, during extended reading)
(Kamil et al., 2008)

85. heuristic
heu•ris•tic n. 0-1-2-3-4-5
Synonym Explanation/Example Image
framework process or model for
problem solving(e.g. literacy),
Greek root: guidelines, a method or
heuriskein - to approach
find
To effectively develop critical academic literacy skills with all types
of students, secondary educators need a powerful research
informed/classroom tested ________. heuristic

86. Now it’s your turn....
One example of a heuristic
I commonly use is
________________.

87. Analyze – Synthesize - Evaluate
What did I do as a teacher in terms of:
1) Specific attributes of direct/explicit
instruction – engagement, etc. to increase
the odds that learning would occur?
2) Specific attributes of effective vocabulary
instruction/academic language development?
Implications for EVERY teacher 6-12
concerned w/improving literacy?

88. A Instructional Heuristic
for Explicitly Teaching a New Term
1) Introduce (say together, syllables,
identify part of speech, morphology, etc.)
2) Explain BEFORE Define
3) Provide Examples
--------------- “Quick Teach”
4) Deepen Understanding
5) Review & Coach Use

89. Bottom Line Summary?
Effective vocabulary/academic language
instruction comes down to:
Connection – new to the known, building that
“semantic network” in the mind/brain
Use – academic speaking and writing as we construct
and apply knowledge (not simply memorize or
match, multiple choice etc.)
No single correct method or strategy – it will depend
on how important the term is, how difficult it is to grasp,
level of your students, content area etc. ...but the same
essential architecture is there – Connect & Use

90. 8th Grade Literacy Intervention: Tier 2
Providing Explicit Vocabulary Instruction
100% of the students are ELLs (Sara Tweist)

91. Additional Research on
Vocabulary Instruction
 Teachers should provide explicit
vocabulary instruction in all content-
area classes.
 Strong evidence supports this
recommendation (Kamil et al., 2008).
*Optimal RTI scenario – close collaboration with intervention AND
Gen Ed content area teachers... Tiers 2 & 3 can only do so much...
can’t “move the dial” on whole school achievement without a
significant and relentless focus on Tier 1 improvement

92. Direct Instruction of Strategies to
Promote Independent Vocabulary Acquisition
What is it?
Instruction of word meanings through examination of
different word parts and word families
Instructional Recommendation
Provide students with strategies/practice to make them
independent vocabulary learners; e.g.
affixes, roots, contextual analysis.
(Kamil et al., 2008)

93. High Frequency Latin/Greek Roots
(Stahl, 1999)
Key: contextualized practice, connections to other words
students know (e.g. spec – spectrum, inspect, spectacles)

94. Selecting Words for Direct/
Explicit Vocabulary Instruction
Criteria to consider:
1) Drive comprehension of key BIG ideas in
the text/lesson (e.g. circadian)
2) High Use academic words, needed for long term
academic proficiency (e.g. evident, analysis)
3) Words that are abstract and require thorough
explanation – context alone is not sufficient.

95. Practice Word Selection
Alexander Graham Bell is known as the inventor
of the telephone. His assistant was named
Thomas A. Watson. Together, Bell and Watson
discovered how sound, including speech, could
be transmitted through wires, and Bell received
a patent for such a device. In 1876, the
telephone was officially invented and the first
telephone company was founded on July
9, 1877.

96. Academic Vocabulary: Word Generation Project
http://wordgeneration.org/

97. Conclusions About
Vocabulary Instruction
 Effective vocabulary instruction is not asking students to
memorize definitions or teaching students unfriendly and
complex descriptions of words.
 Effective vocabulary instruction:
√ assures that students have opportunities to know what words mean and
how to use them in oral and written language (i.e. connection & use)
√ is explicit and includes 1) direct instruction of word meaning and 2) direct
instruction of strategies to promote independent vocabulary acquisition.
 Teachers should carefully select specific words to target
during vocabulary instruction based on student needs, goal
of the lesson, and future academic success.

99. What is Reading Comprehension?
 “the process of simultaneously extracting
and constructing meaning through
interaction and involvement with written
language” (RAND, 2002, p. 11)
 “Reading is an active and complex
process that involves
 Understanding written text
 Developing and interpreting meaning; and
 Using meaning as appropriate to type of
text, purpose, and situation” (NAEP Framework, 2009)

100. Word recognition, vocabulary,
Text structure, vocabulary, genre background knowledge, strategy
discourse, motivating features, use, inference-making abilities,
print style and font motivation
TEXT READER
ACTIVITY
Purpose, social relations,
Environment,
school/classroom/peers/
cultural
families
norms
Heuristic for reading comprehension (Sweet & Snow, 2003; Rand Reading Study Group, 2002).

101. Why is Effective Comprehension
Instruction Important for All Students?
Many adolescent students have a difficult time
comprehending content-area textbooks.
Many students are passive readers.
Comprehension strategy instruction promotes
active participation in the comprehension
process, thus improving students’ ability to
monitor their understanding while reading.

102. Comprehension Strategies
Successful Readers Struggling Readers
Continuously monitor reading for Fail to use meta-cognitive strategies as they read.
understanding.
May not be aware when understanding breaks
down.
Link content with their prior knowledge. May lack subject-specific prior knowledge.
Do not readily make connections between what
they are learning and what they already know.
Use a variety of effective reading strategies Have limited knowledge and use of strategies for
before, during, and after reading. gaining information from text.
Set a purpose for reading and adjust their Often do not enjoy reading and lack
rate and strategy use depending on the text understanding of the utility of reading.
and content.
(Boardman et al., 2008. Adapted from Denton et al., 2007; Pressley, 2006.)

103. COI Meta-analysis
Comprehension Strategies
FINDING IMPLICATIONS
The effect for reading Reading comprehension
comprehension strategy interventions can have a
significant impact on
interventions was
adolescent struggling
medium to large. readers.
Providing comprehension
strategy instruction
throughout the day
provides opportunities for
multiple exposures and
use of strategies with a
variety of texts.

104. What is a Comprehension
Strategy?
“A Plan for
Thinking”

105. Direct and Explicit Comprehension
Strategy Instruction
Asking and
Main Idea &
Answering Summarization
Questions
Using Multiple-
Graphic Strategy
Organizers Instruction
(Kamil et al., 2008)

106. Active Student Engagement
Many researchers think that it is not
the specific strategy taught, but rather the
students’ active participation in the
comprehension process
that makes the most difference
in students’ comprehension.
(Gersten et al., 2001; Pressley et al., 1987)

107. Direct and Explicit
Comprehension Strategy Instruction
Instructional Recommendations
Carefully select text
Show students how to apply strategies to different
texts (model thinking)
Ensure that text is at appropriate reading levels
Use direct and explicit instruction (I/We/Y’all/You do it)
Provide appropriate guided practice/feedback
Promote understanding of the text’s content
(Kamil et al., 2008)

108. Main Idea & Summarization
What is it?
Strategies to help students identify
the most important elements of what they read and
synthesize those elements into a meaningful
summary.
Why is it important?
Enhances ability to synthesize large amounts
of information during and after reading.
Enables students to process and learn new information
from text.

109. Main Idea & Summarization
Strategy Instruction: When & Where?
WHEN?
Main idea strategies can be used DURING
reading to find the most important information
from a short section of text.
Summarization strategies can be used AFTER
reading to synthesize larger amounts of text.
WHERE? (Everywhere!! - Tier 1, 2 & 3)
Reading/English/Language Arts classes
(narrative texts and expository texts)
Content-area classes (expository texts)

110. Identifying the Main Idea/Summarize
One Validated Strategy
“Paragraph Shrinking”
Identify the most important “who” or “what”.
Identify the most important information
about the “who” or “what.”
Write this information in one short sentence
(e.g., 10 words or less).
Fuchs & Fuchs; 1988

111. Another Version... U of Kansas SIM Project (Deshler et al.)
The “RAP” Strategy
R – Read a paragraph or section of text
A – Ask yourself what was the BIG idea and
2-3 important details
P – Put this into your own words – state
the “gist”

112. Tier 3 Intervention (READ 180) w/Tonya Ward-Singer
Teaching Vocabulary & Academic Language
How is Tonya taking care to structure engagement,
thinking/comprehension, and academic language?

113. 8th Grade Tier 2 Intervention (100% ELLs)
“Paragraph Shrinking” w/Sara Tweist

114. Same Strategy - Gen Ed - 8th Gr. History
Tier 1 w/Dr. Anita Archer

115. Teaching Students to
Ask & Answer Questions
Level 3: Making Connections
Cannot be answered by looking in text alone
Level 2: Putting it Together
Put pieces of information
from text together to come up with answer
Level 1: Right There
Easier questions, one- or two-word answers
(Simmons, Rupley, Vaughn, & Edmonds, 2006; UTCRLA, 2003; Blachowicz & Ogle, 2001; Bos & Vaughn, 2002;
NIFL, 2001; NRP, 2000; Raphael, 1986)

116. Goals of Using Leveled
Questions
• Help students ask and answer increasingly
sophisticated types of questions.
• Help students become better consumers of text
by being able to ask and answer both simple and
complex questions.
• Show students how to approach different types of
questions.
(Simmons, Rupley, Vaughn, & Edmonds, 2006)

117. Explicitly Teach Each Question Level
“I do it, We do it, You do it”
Introduce one level of question at a time.
Model how to answer each level of question.
Provide guided practice.
Provide supported, independent practice.
Provide immediate feedback to students.
(Simmons, Rupley, Vaughn, & Edmonds, 2006; UTCRLA, 2003; Blachowicz & Ogle, 2001; Bos & Vaughn, 2002;
NIFL, 2001; NRP, 2000; Raphael, 1986)

118. Multi-component CSR “Collaborative Strategic
Reading” (Vaughn & Klingner)
Manual from www.sopriswest.com
Before reading
CSR Map After reading
1. PREVIEW 4. WRAP UP
- brainstorm - ask/generate questions
- preread - review
- predict - record in learning log
During Reading
2. CLICK & CLUNK 3. GET THE GIST
- summarize/paraphrase
- note hard parts
- compare/contrast
- fix clunks
- note in learning log
- clarify

119. Conclusions About
Comprehension Instruction
 Reading comprehension instruction can have a significant
impact on the reading ability of adolescent struggling readers.
 Teachers should provide adolescents with direct and explicit
instruction w/plenty of practice & feedback –
** Not simply asking comprehension questions **
 Students should have an active role in the comprehension
process (e.g. thinking/speaking/writing/comparing/revising)
 Remember that the ultimate goal is to understand the text.
 Eventually, show students how to combine strategies and use
them concurrently. (e.g. summarization & note taking)

120. Age/Level Appropriate Texts are
Essential for Tier 2/3 Comp Interventions
Must haves:
√ Non-fiction – issue based if possible
√ Age appropriate (no “kiddy” or cute allowed!)
√ Appropriate level (length and difficulty)
Sources: (a very partial list of favs)
√ Time for Kids (grades 4-8)
√ Language 3D (Scholastic)
√ What’s Happening (CA/US/World) – Gr. 7-12)
√ Published curricula (e.g. REWARDS Science,
Word Generation, Soar to Success, etc.)

121. Providing Tier 2 Instruction:
What Might Instruction Look Like
During a Typical Lesson/Day?
Opening/Introduce lesson/review or warm up (10 min).
Lecture/model/demonstration (model
and guided practice w/pairs – vocab/comp) (15 min).
Small-group work/partner practice (guided
or independent practice) (15-20 min).
Wrap Up – review/re-teach/ etc. (5-10 min.)

122. Continue to Learn/Collaborate
Use Center on Instruction resources to build your
background knowledge of reading instruction for older
struggling readers.
Academic Literacy Instruction for Adolescents: A
Guidance Document from the Center on Instruction
Adolescent Literacy Resources: An Annotated
Bibliography
Interventions for Adolescent Struggling Readers: A
Meta-Analysis With Implications for Practice
Effective Instruction for Adolescent Struggling Readers:
A Practice Brief
Continue to seek out other sources of support and knowledge.
Visit www.centeroninstruction.org

123. Based on Your Experience Today:
What?
So What?
Now What?

124. Thank You !
Please send questions, concerns,
etc. re: your Tier 2/3 Interventions
to me at: kfeldman@scoe.org