SISI - Standards and Indicators

Standard 1 - Academic Performance - Curriculum
1.1a There is evidence that the curriculum is aligned with Academic Expectations, Core Content for Assessment, Transformations, and the Program of Studies.
1.1g The curriculum provides access to a common academic core for all students.

Standard 2 - Academic Performance - Classroom Evaluation/Assessment
2.1b Teachers collaborate in the design of authentic assessment tasks aligned with core content subject matter.

Standard 3 - Academic Performance - Instruction
3.1b Instructional strategies and learning activities are aligned with the district, school, and state learning goals and assessment expectations for student learning.

Scenario

Josh  recently moved from an inner city with his mom, brothers, and sisters.  He was placed in a fourth grade class because of his age.  However, he was significantly behind grade level in basic skills, e.g. reading and writing.

Unlike some struggling students, Josh demonstrated a positive outlook toward school.  Initially, he eagerly attempted any challenge.  However, Josh wasn’t making the academic progress he needed to succeed in reading and writing.  When asked to read aloud, he experienced embarrassment and soon resisted reading in front of his classmates.  His efforts to painfully decode each word  hindered  his comprehension of the text.   Writing complete and comprehensive sentences was also a struggle.  Josh’s teacher began to notice a change in attitude and effort within a few weeks.   The gap was widening as school demands increased.   Josh was feeling defeat and despair.

Josh’s situation may be all too common.  Reading and writing deficits can become a barrier to school success, setting the stage for potential school dropout in future years. 

Introduction

A major problem facing America today is the urgency for quality literacy instruction in every school, Teachers must be prepared to address individual needs of students, such as Josh, who struggle to master the skills of reading and writing. The basic foundation of these language skills begins before the child enters formal education but must continue at an uninterrupted pace as reading and writing demands of school increase. Children who fail to develop adequate reading and writing skills not only fall behind in school, but often develop a negative self-image which can eventually result in despair and the desire to drop out of school.

“Early intervention” can refer to (1) identification of reading and writing deficiencies early in the student’s school career (P1-P3), or (2) identification of student reading/writing problems early in the school year at any grade level. If reading/writing difficulties are identified and addressed early, more complex problems can be prevented and the probability of student success in school increases.

A variety of factors can contribute to a student’s ability to read and write well. Although many variables may contribute to childrens’ reading/writing problems, some most often quoted include: developmental disorders/delay issues, hearing and speech difficulties, specific learning disabilities, lack of language-rich home environments, limited English proficiency, ineffective instruction in early reading stages, or interruptions in instruction, e.g. frequent moves.

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A variety of factors can contribute to a student’s ability to read and write well.

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Elementary students who experience any one of the above factors may potentially fail to meet the academic demands of school, unless appropriate intervention strategies/programs are implemented early in the education process for these at-risk students.

For more information on language environments, limited English proficiency, early instruction and interruptions in instruction link to KDE Literacy.  Program consultants on the English/Language Arts/Literacy Team in the Division of Curriculum Development at KDE include:  Rene Matthews, Felicia Cumings-Smith, and Linda Holbrook.  Phone: (502) 564-2106. 

For additional information on the factors impacting reading such as developmental disorders, hearing/speech difficulties, or specific learning disabilities, contact KDE, Exceptional Children Division, at (502) 564-4970.

Reading and writing are closely related skills and should not be separated in the instruction process. Students need periods of explicit instruction in both reading and writing, followed by opportunities and time for authentic experiences to practice these basic skills. It has been said that, “reading begins at birth” (Doake, D.,1988) and “writing begins at home” (Clay, M. 1987).

READING INTERVENTION

Reading is a complex process. Research indicates that no single method for teaching reading works best for all learners ( Ivey, G., 2000). It is extremely important that teachers keep themselves current on research relevant to emergent literacy training as well continue their own education concerning reading issues and teaching strategies. View the KDE Dropout Prevention Resource Section topic:  Professional Development.

A number of factors differentiate successful from struggling readers (Howard, M., 1997). One significant factor is that of passive vs. active reading behaviors. Struggling readers exhibit a wide range of passive behaviors such as:

• Defaulting, or waiting for outside assistance
• Appealing, or requesting help
• Failure to detect miscues
• Failure to predict author’s words
• Failure to activate and use background experiences
• Attend to isolated words & lose over-all meaning
• Limited evidence of self-corrective behavior

By contrast, successful readers exhibit a number of active behaviors during the process of reading:

• Searching the text for information to assist them
• Limited evidence of appeals for aid
• Evidence of prior knowledge in predicting/inferring
• Marked increase in self-correcting behavior
• Independence in reading

Another characteristic strongly evidenced in a research study by Howard (1997) was that of “negative talk” regarding reading ability, e.g. “I’m not a good reader.”

Factors that interfere with reading success, other than those mentioned above, may include:

• Majority of reading practice is “round robin reading” in small groups. At-risk readers participate in low ability groups in which the only reading that is modeled is dysfluent reading.
• More time completing worksheets or workbook exercises rather than authentic literary tasks and specific instruction.
• More isolated skills that are not applicable to the act of real reading.
• More emphasis on “sounding out words” than the use of other strategies which focus on meaning of the text.
• Inattentive behaviors and outside interruptions
• Lowered academic expectation & self-concept

Strategies for Helping At-Risk Students Be More Successful Readers (Grades 1-3) 

The following strategies are adapted from Helping Your At-Risk Students Be More Successful Readers, Research handbook, by Dr. Mary Howard, Bureau of Education & Research, 915  118th Avenue SE, P.O. Box 96068, bellevue, WA  98009.  Phone: (918) 743-6580, FAX: (918) 744-1052.  View Dr. Howard's website at  http://www.readingconnections.net
 

• Familiar Reading

Provide opportunities for repeated reading. Repeated reading familiar passages assists struggling readers as they begin to use phrasing, fluency, and expressing. Give students a chance to reread self-selected texts. Students may prepare a Friendly Folder which contains familiar texts that they can read with fluency. This may include poetry, journal entries, dictated writing, student-authored texts, letters, notes, cartoons, and stories.

• Dictated Story

This involves writing down students’ oral language. This process can also serve as a teaching strategy. Some features that can be addressed include: letter vs. word, sound-letter relationships, spacing between words, spelling patterns, phrasing, sentence structure. Interactive writing, or shared pen, is a way to involve the student in actual writing, which strengthens not only connections between reading and writing, but assist in developing the student’s writing skills.

• Support Reading

Supportive reading can provide a safety net for children. This may involve both choral reading ; reading in unison and echo reading; echoing back after listening to the text. These procedures are excellent for building fluency.

• Metacognitive Awareness

This is the ability to monitor understanding and have an awareness when reading is successful or unsuccessful. Supportive questions my be used to guide children in this process toward greater independence. Let hesitant readers know they have strategies within themselves that can Help them understand what they are reading. Focus on semantics or meaning cues. Teach children to ask questions such as: Does that make sense? What would make sense here? What is happening in the story? in the picture? What do I think the word would be?

• Chunking

Chunking is a way of aiding children in identifying recognizable parts of words as an aid in word recognition. Chunks may include prefixes and suffixes, digraphs (th,ch,sh), or word endings (ing,ed,s). At-risk readers often have difficulty using what they know to get to unknown words. Draw attention to the word parts the child knows and suggest he can write new words by adding endings.

• Make and Break

This is an effective strategy for reinforcing patterns as they apply in recognizing new words. For example the sound pattern at can be used to create new words, beginning with simple three-letter words, such as hat to longer words, e.g. that, bobcat, catfish, threat.

• Read With a Friend

Early readers become better readers by being read to and by practicing reading. Identifying other students (peer or cross-age tutors) to read with the struggling reader can be an effective strategy. This can occur during Extended School Services before or after school. Another arrangement is the use of strong readers in the same class as a reading buddy. Grandparents, retired teachers, college students, or community volunteers are other possible “reading friends.”

(Note: Many other reading strategies for “before, during, and after reading” are available in the Resource Handbook by Dr. Mary Howard. These include: Variations in Learning to Read, Selecting Appropriate Texts and Tasks, Putting Literacy in the Proper Perspective). and others).

WRITING INTERVENTION

Writing is clearly a complex, multifaceted process requiring the ability to manipulate many subskills simultaneously (Evans, J. 2001).  The goal is to move children to the level of independent writing. Children learn about writing by writing. Opportunities to write in a "writing workshop" provide a scaffolding process for moving young writers through stages of support and challenge. Evans (2001) describes these stages as:

1. Modeled Writing (maximum support by the teacher)
   1. Teacher composes and write down the text
   2. Students observe, respond, and question
   3. Teacher “thinks aloud” as she writes to help students understand the process
   
   
2. Shared and Interactive Writing (shared writing experience)
   1. Students work together to compose a text
   2. Teacher may contribute & guide text structure
   3. Teacher may write text so students can focus on the content
   4. Occasionally, the teacher asks students to write the next word, first letter of a word, or the next sentence (whichever is based on student (s) writing/spelling skills, thus a “shared pen” experience.
   
   
3. Language Experience (support from shared experience, oral language base, and teacher)
   1. A group of students share experiences through talk, drama, art/craft, or music.
   2. Oral text is generated and dictated from these experiences and written as a “wall story”
   3. The text is reproduced in individual booklets
   4. Text is used for study of punctuation, spelling, and vocabulary.
      
   
   
4. Guided Writing (students responsible for writing with teacher support) Guided writing can be managed in two ways:
   1. One or two sessions may be planned for small groups who need assistance with specific writing skills.
   2. Several sessions build on shared reading and writing.
      1. First, students are immersed in a certain skill/
         technique during reading,
      2. Secondly, students compose a text using the
         technique during shared/interactive writing
      3. Finally, students are guided to write their own text, using the learned skills.
   
   
5. Independent Writing (students challenged to attend to all aspects of writing) This must be a daily component of the writing program.Students need opportunities to choose writing activities for a variety of purposes.
   

Elementary at-risk students typically require more instruction, time and support in the stages of modeled, shared, and guided writing. Frequent opportunities for practice are recommended.

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Strategies

STRATEGIES TO DEVELOP and IMPROVE WRITING SKILLS

• Picture Book Model (Maureen Lewis, 2001)

Story texts of picture books model how stories are structured. Give experience of the many ways stories begin, develop, and end. Show children how writer’s hold the reader’s interest, e.g. creating a problem to be solved. Talk about how words are used to “paint pictures” and stimulate the reader’s imagination. Make the reading/writing link by asking children to create a written piece based directly on a picture or a story they have just read.

• You Become the Author (Goodman, Watson, & Burke, 1987)

This prediction strategy uses the reciprocal nature of reading and writing. Students become the author of a “new” story based solely on their predictions. Following the sharing of their stories, read the author’s version. A similar strategy that teachers have used successfully is referred to as “innovating the text.” Take a well-known story and add a new dimension to it. For example, place the story in a different story or different time. Place Red Riding Hood in the town instead of the country or in current time rather than in “fairy tale” time. (Marueen Lewis, 2001).

• Pause and Post It

This is a writing strategy to assist struggling writers with expanded vocabulary by “thinking out loud” and putting ideas on past it notes for reference during a writing exercise. Novice writers tend to use connectors between thoughts with “and then, and then, and then.” Help the student(s) generate other ways to begin a new sentence or thought. This can begin with a brief brainstorming session. The educator might suggest sentence starters, such as “I thought,”_____, “I wondered”____. Allow the students to think of additional starters. Students write the sentence starters on post it notes and attach to their desks for reference. Depending on the ability level of the students, the teacher may want to model writing a short paragraph on the board as the students observe and contribute ideas (Goldberg, and Roswell, 2002).
Website: http://www.eyeoneducation.com

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Barriers

• Inadequate Classroom Instruction

Due to teacher shortage, many teaching positions are being filled by emergency certified persons who may not initially possess all the skills necessary for providing adequate classroom instruction. Some new teachers may have had only one or two courses in how to teach reading or writing before they graduate. Limited experience in teaching struggling readers and writers presents a challenge to a new teacher. The above resources may be helpful to these teachers.

• Lack of Parent Involvement

Schools in rural areas may face the barrier of involving parents due to lack of transportation and communication with parents. Students in most need of additional reading instruction may be be unable to attend after school ESS programs, if transportation is not provided by the district. Some parents may have had limited formal education experiences and feel inadequate to assist their children with reading and writing. In other cases, parents may have had a negative experience in school and hesitate seeking help from school professionals. This puts the responsibility of “building a bridge” from school to parents on the faculty and administration of the local school.

• Lack of appropriate instrucitonal materials.

Classroom libraries need to be developed in order to provide a wide range of reading materials for varied leveled readers.  Creative use of KY textbook funds may provide one resource in acquiring appropriate reading materials for all students.

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Resources

Kentucky Programs/Trainings on Reading and Writing

Backpack Readers and Writers (Washington County Schools, KY)
This was an Extended School Service project that targeted at-risk students in the areas of reading and writing. Another purpose of the project was parent involvement. Local businesses donated and parents met for a reading/writing workshop to decorate, and fill the backpacks. Each backpack had a theme or book title. They were equipped with books relating to the title, a journal for retelling the story or personal comments about the story. Also included were cassette tapes, pens, pencils, flash cards for vocabulary practice, and other useful, interesting items. Students took turns taking the backpacks home for a night to share reading/writing experiences with their parents.
Contact: ESS District Coordinator, Kathy Fields (859) 336-5470

Bath County Reads Project (Owensville, KY)
The Bath County Reads project gives students opportunities to increase reading skills on a one-on-one basis. A small group of Bath Co. High School students are reading tutors at Owingsville Elementary School. They tutor third and fourth graders who scored below their grade level in reading. Tutors were trained on reading strategies and how to make reading fun and interesting. This program has been an successful approach to increase reading skills. Contact: Angie Beadle (606) 674-6760
E-mail abeadle@bath.k12.ky.us

Read Around Program (Johnson County Schools, KY)
Johnson Co. adults and students work as a team. This pilot program assists young students through bring highly energized community volunteers into classes to tutor students in reading.
Contact Sue Brown at (606) 789-2511.

Read to Me (Owensboro Ind. Schools)
This program is a partnership between the local school, the “Building Stronger Families” component of the local health department and the local business community.
Contact: David H. Pettit (270) 686-1177
Email: dpettit@owensboro.k12.ky.us

Together We Can Teach Students to Become Successful Readers and Writers (Franklin County Schools, Frankfort, KY)
The training sessions focus on developmentally appropriate strategies for teachers to use with P1-P2 readers as well as a focus on nine comprehension strategies for readers to use before, during, and after reading. A literacy manual accompanies the trainings.
Contact: Cheryl Jones (502) 695-6700
Email: cjones@franklin.k12.ky.us

Resources for Reading

21st Century Community Learning Centers Program
Examples of how your Center can help:

• Provide after-school tutoring/mentoring programs,
• Involve family members
• Make quality books available
• Offer expanded educational opportunities

America Reads Challenge
 This is a four-year grassroots national campaign challenging every American to help all our children learn to read.

Book It Kentucky
A National Reading Incentive Program in conjunction with Pizza Hut. Encourages reading by rewarding children with free pizza and certificate. All program materials are free.
Call 1-800-426-6548.

Clay, M. (1987).

Doake, D.(1988).

Effective strategies for teaching at-risk readers (1995, Summer). The Journal of At-risk Issues. National Dropout Prevention Center and Network. pp. 26-30.
This article includes effective classroom activities for vocabulary building, word imaging, connecting reading and writing, and story retelling.

Evans, J. (2001).

Exceptional Children Division of the Kentucky Department of Education Web Site
http://www.kde.state.ky.us/osis/children/default.aspPhone:
(502) 564-4970.
For additional information on the factors impacting reading such as developmental disorders/delays, hearing/speech difficulties, or specific learning disabilities.

Extended School Services, Kentucky Department of Education
http://www.kde.state.ky.us
Extended School Services provides academic assistance beyond the school day for students K-12. The ESS program is available in every school in Kentucky and is free of charge.

Literacy Web Site at the Kentucky Department of Education: http://www.kde.state.ky.us/osle/extend/default.aspon
This website provides numerous strategies for reading achievement.
Program Consultants on the English/Language Arts/ Literacy Team in the Division of Curriculum Development at Kentucky Department of Education include: Rene Matthews, Felicia Cumings-Smith, and Linda Holbrook.
Phone: (502) 564-2106.

Goldberg, & Roswell (2002).

Goodman, Watson, & Burke (1987).

Great Leaps Reading Program (Targets grades K-12)
http://www.greatleaps.com
This reading program is research-based. Developed by Kenneth Campbell. The program uses proven instructional tactics combined with powerful motivators to remediate a variety of reading problems. Efficient in cost and time.

Howard, M. (1997). Helping Your At-Risk Students Be More Successful Readers, Resource Handbook. Bellevue, WA:Bureau of Education & Research. 915 118th Ave. SE, P.O. Box 96068
Offers strategies to help at-risk students become more successful readers.
Phone: (918) 743-6580 Fax: (918) 744-1052
http://www.readingconnections.net/

Ivey, G., (2000).

Lewis, M., (2001).

Put Reading First. National Institute for Literacy, U.S. Department of Education,
EdPubOrders@aspensys.com
To download this document, go to the website http://www.nifl.gov
This document, designed by teachers and for teachers, summarizes what researchers have discovered about how to successfully teacher children to read. It describes the findings of the National Reading Panel Report and provides analysis and discussion in five areas of reading instruction: phonemic awareness, phonics, fluency vocabulary, and text comprehension

Reading in After-School Programs
(Ex. Extended School Services)
Studies show that sustained individualized attention through extended time, when combined with parental involvement and quality school instruction can raise reading levels. Research indicates that students who are behind in reading can catch up to grade level with additional reading instruction/tutoring after school and in the summer.
The Reading Excellence Act: http://ww.ed.gov/inits/FY99index.html
Email: reading.excellence@ed.gov

Starting Out Right: ISBN 0309064104. National Research Council.
A guide to promoting children’s success in reading.

U.S. Department of Education Reading Resources
http://www.ed.gov.americareads
Some materials available included on this website include:
Read*Write*Now! Reading Partner Program (Grades K-6)
Reading Partners: Partners Tutoring Program
Ready*Set*Read! Early Childhood Reading Readiness Program

Resources for Writing Intervention

Atwell, N. (1990). Coming to Know: Writing to Learn in the Intermediate Grades. Portsmouth, NH: Heinemann.

Bureau of Education & Research
http://www.ber.org/

Dorn, L., and Soffos C.(2001). Scaffolding Young Writers, A Writers’ Workshop Approach. Portland, ME: Stenhouse Publishers.
A practical, step by step presentation of how teachers can improve the writing process. Grounded in sociocognitive learning theories.

Evans, J. (ED.) (2001). Writing in the elementary classroom. Portsmouth, NH: Heinemann Inc.
This book discusses the latest research on writing and includes a variety of strategies for helping elementary and intermediate students improve writing skills.
Web Site: http://www.heinemann.com

Goldberg, and Roswell, (2002). Reading, writing, and gender, Instructional strategies and classroom activities that work for girls and boys. Larchmont, NY: Eye on Education. Website: http://www.eyeoneducation.com

KDE Program Consultant for Writing - Sandra Haman  (502) 564-2106

Resources for Professional Development (family involvement and parent literacy programs)

EVEN START Family Literacy Programs
http:www.fanlit.org
Contacts: Bill Buchanan, Program Consultant, KDE (502) 564-7056
Cindy Read, KY Institute for Family Literacy (502) 584-1133 Ext. 184

Family Resource and Youth Services Centers
http://www.kde.state.ky.us/osle/frysc/default.asp
Contact: Cabinet for Families and Children, 275 E. Main St., 3C-G
Frankfort, KY 40601. (502) 564-4986
This office provides assistance and support to remove non-cognitive barriers to learning.

IRA Literacy Study Groups
http://ww.reading.org
This is on-going professional development programs for educators with mutual interest in literacy.

National Center for Family Literacy (NCFL).
http://www.famlit.org/school/schoolproject.html
Provides funding from the Toyota Motor Corporation to reach families of elementary school-aged children. Impacts school reform by demonstrating family literacy’s effectiveness in
promoting academic achievement and meaningful parent involvement elementary school-aged students (age 5-12) and their families.

National Foundation for the Improvement of Education
http://www.nea.org/he/nfie.html
This website provides teaching staff support needed to implement ideas via information on funding and grants available.

The Road to Reading Success: Parents helping children
http://www.californiareads.org

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Key Words

Literacy, reading intervention, familiar reading, metacognitive awareness, modeled writing, interactive writing, guided writing, peer or cross-age tutors, parent involvement, language exxperiences, struggling readers, successful readers, reading and writing, reading, writing, struggling readers, successful readers, writing strategies, reading strategies

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