w est virginia phonological awareness project west virginia department of education office of...

WWest Virginia est Virginia Phonological Phonological

Awareness ProjectAwareness ProjectWest Virginia Department of Education

Office of Special Programs Extended and Early Learning

Adapted from information by

C. Melanie Schuele, Ph.D.

Vanderbilt University

What do you remember about What do you remember about learning to read?learning to read?

Most educators were very successful at learning to read.

Most educators like to read.

What does it mean that people who are good at reading are trying to teach reading to children who are not very good at learning to read and probably don’t like reading

very much?

Discussion TopicsDiscussion Topics

WVDE PROGRAM OVERVIEW/RATIONALE◦ How did we get here?

WHAT IS PHONOLOGICAL AWARENESS?◦ What is your phonological awareness?

PROGRAM COMPONENTS◦ How does this program relate to tiered

instruction? PROGRAM IMPLEMENTATION

◦ Classroom Component

◦ Intensive Phonemic Awareness Program (IPAP) Intervention

SCHOOL IMPLEMENTATION◦ School Team Roles

◦ Materials

◦ Assessment

◦ Monitoring

Why Worry About Reading?Why Worry About Reading?

20% of elementary students nationwide have significant problems learning to read.

80% of all referrals to special education involve reading difficulties (Kavale and Reese, 1992).

The rate of reading failure for African-Americans, Hispanic, limited-English speakers and poor children ranges from 60% to 70%.

75% of children behind in reading in 3rd grade remain behind through high school.

Poor readers are more likely to drop out of school.

One-third of fourth graders who are poor readers come from college-educated families.

75% of children with oral language impairments are reading disabled in fourth grade.

Children with language impairments are 6 times more likely to be reading disabled than peers.

Effective prevention and early intervention programs can increase the reading skills of 85 to 90% of poor readers to average levels. (Lyon, 1997)

Why Focus on Phonemic Why Focus on Phonemic Awareness?Awareness?

Longitudinal studies of reading acquisition have demonstrated that… ◦ the acquisition of phonemic awareness is

highly predictive of reading success.

◦ At the kindergarten level, phonemic awareness abilities appear to be the best single predictor of successful reading acquisition.

Without direct phonemic awareness instructional support….

◦ 25% of middle-class first graders and substantially more children from less literacy–rich backgrounds will evidence serious difficulty in learning to read and write.

Why are we here? Why are we here? To improve children’s early To improve children’s early

reading achievementreading achievement

Poor phonemic awareness◦ significant factor in the poor early

reading achievement of many children.

Through instruction….◦ children’s phonemic awareness skills can

be improved.

Improvement in phonemic awareness skills◦ leads to greater reading achievement.

What are the ImplicationsWhat are the Implications??

According to Research, Best Practice, Evidence-based Practice…………….◦ All children should receive

phonological awareness instruction as part of literacy instruction. In the early grades, especially kindergarten.

◦ Children who do NOT have an adequate foundation of phonological awareness… Require intensive phonemic awareness

intervention (e.g., small group) at the end of kindergarten and/or beginning of first grade.

What Motivated the WVDE What Motivated the WVDE Phonological Awareness Phonological Awareness

ProjectProject??Student Achievement

◦ Data from Statewide Assessment◦ Low literacy scores

Legal Implications No Child Left Behind IDEA

ASHA◦ Changing Roles and Responsibilities of

SLPs in literacy initiatives Initiated by WVDE in 2001

Project GoalsProject Goals

To increase ◦ Number of students reading on grade

level. Third Grade

◦ Professional educators’ knowledge base Importance of phonemic awareness in the reading

program.

To provide professional educators with ◦ Strategies

Teach and promote student mastery of phonological awareness.

◦ Appropriate intervention strategies when student mastery has not been met.

Program Expansion to additional school sites.

Project Project CollaborationCollaboration

Collaboration with university researchers. ◦ Dr. Melanie Schuele

to plan the project to in-service the professional staff

◦ Evaluation: Dr. Laura Justice

Collaboration across WVDE to fund and coordinate the project. ◦ Reading First◦ Special Education◦ Title I

Collaboration with local county school districts to implement the project.

Collaboration of the WVDE with local county school districts in order to implement the project.

◦ Office of Instructional Services: Title I Reading First

◦ Office of Special EducatioN

What was the rationale for What was the rationale for program developmentprogram development??

By teaching specific phonemic awareness skills to kindergarten and first-grade children….◦ Provide them the opportunity to “catch up” to

their peers before they experience failure.

One-on-one training is highly effective but not cost efficient.

◦ Training must be effective and cost-efficient and time-efficient.

◦ Group instruction can be effective and efficient.

Educational practice needs to reflect research-based practice.

Rationale…Rationale………Many materials are available for phonemic

awareness training, but….. ◦ Little guidance as to how to effectively implement

comprehensive, systematic, intensive training with children.

◦ Textbooks

Phonemic awareness training must be…… ◦ Adequate in scope, intensity and duration.

Materials and programs must……◦ Explain “how to teach” skills as well as describe

activities.

Intensive, early intervention can….. ◦ Prevent reading difficulties.

Who are the children we Who are the children we anticipated would benefit?anticipated would benefit?

All children benefit from instruction that reflects best practice.

Children lacking early literacy experiences.

Children needing an extra push.

Children with speech/language disabilities.

Children with learning disabilities.

WVDE Pilot ProjectWVDE Pilot ProjectHow did we get here? How did we get here?

Program Design◦ Classroom Based Instruction◦ Intensive Phonological Awareness

Program

Selection of School Sites

Training/Materials

Pre and Post Assessment

Evaluation

Program DesignProgram Design

Classroom- Based Phonological Awareness Instruction◦ Instruction provided to all children in kindergarten and

first grade classes.◦ Incorporated into classroom daily activities.◦ Teacher or collaboration w/ SLP or Title I◦ Phonemic Awareness in Young Children: A Classroom

Curriculum◦ Data Collected

______________________________________________________ Intensive Phonological Awareness Training

Program (IPAP)Small Group Instruction: (6 students)

Fall: First Grade Spring: Kindergarten

Three 30 min sessions/week for 12 weeks Letter names/sounds reviewed each session

Weeks 1-3: Rhyme TrainingWeeks 4-8: Initial Phoneme SegmentationWeeks 7-9: Final Phoneme SegmentationWeeks 10-12: Word Segmentation and BlendingData Collection

WVDE Pilot ProjectWVDE Pilot ProjectSelection of School Sites Selection of School Sites

Schools: 15 Sites Selected◦ Funding

Application ProcessCriteria

◦ Administrative Support◦ School Commitment◦ Geographic Considerations◦ Representative Cross Section of Schools

School Teams◦ Classroom Component:

Kindergarten/First Grade Teachers

◦ Intensive Intervention: Speech-language pathologist Title I teacher Special Educator

TrainingTrainingSchool Teams trained by Dr. Schuele.

◦ Intensive – 5 daysTwo strands of instruction/intervention.

◦ (1) Classroom based instruction: Kindergarten/First Grade Material: Phonemic Awareness in Young Children: A

Classroom Curriculum

________________________________________________◦ (2) Small group intervention

Low-achieving first graders Low-achieving kindergartners Material: Intensive Phonemic Awareness Program (IPAP)

BookIPAP Materials Box box

Evaluate child outcomes.◦ Kindergarten classrooms◦ Small group intervention participants

Training MaterialsTraining Materials

Classroom Program Phonemic Awareness

in Young Children: A Classroom Curriculum ◦ Brookes Publishing

Company

Activity Implementation Record ◦ Kindergarten and First

Grade

Resource Speech to Print:

Language Essentials for Teachers◦ Brookes Publishing

Company

Intensive Program Intensive Phonological

Awareness Program (IPAP) Manual ◦ Dr. Melanie Schuele

◦ IPAP Implementation Record Forms

IPAP Materials Box◦ All materials to

implement IPAP

Resource Sounds Abound:

Listening, Rhyming, and Reading ◦ LinguiSystems

Assessment: Assessment: Pre and Post InterventionPre and Post Intervention

Test of Phonological Awareness (TOPA)

PALS ( Phonological Awareness Screening)

Invented Spelling TaskAlphabet Knowledge and Letter-

Sound Knowledge TaskDIBELS (Dynamic Indicators of

Basic Early Literacy Skills)

Evaluation QuestionsEvaluation QuestionsWhat improvement in phonological awareness

do kindergarten children exhibit as a result of consistent classroom based instruction?

_________________________________________

For kindergarten and 1st grade students who are identified as deficient in phonological awareness, what improvement in phonological awareness is realized as a result of a small group, 12-week intensive intervention program?

________________________________________

Dr. Laura Justice – University of Virginia

PALS-K Word RecognitionPALS-K Word Recognition

0

2

4

6

8

10

12

14

16

18

Add-On Reg.

Total Words Read

Children Below BenchmarkChildren Below BenchmarkEnd of YearEnd of Year

Add-On Regular

Rhyme 26% 41%

Beginning Sounds

9% 20%

Alphabet Knowledge

26% 30%

Letter Sounds 61% 66%

Spelling 4% 16%

Concept of Word

44% 57%

Developmental Spelling Developmental Spelling First Grade First Grade

Change Over 12 Weeks/first gradeChange Over 12 Weeks/first grade

8

8.5

9

9.5

10

10.5

IPA Chn.Comparison Chn.

Alphabet KnowledgeAlphabet KnowledgeKindergartenKindergarten

Change Across 12 WeeksChange Across 12 Weeks

0

1

2

3

4

5

6

IPA Chn.Comparison Chn.

What were the school What were the school teams’ perceptions of teams’ perceptions of

the project?the project?

CURRENT STATUSCURRENT STATUS200 SCHOOLS

◦READING FIRST SCHOOLS◦RTI SCHOOLS

MONITOR CURRENT SCHOOLSHIGH NEEDS TASK FORCE

◦FULL IMPLEMENTATION – 2010◦RESA TRAININGS ANNUALLY

Phonological AwarenessPhonological AwarenessTraining ObjectivesTraining Objectives

Increase knowledge ….◦ in order to provide effective phonemic

awareness instruction.

Analyze the sound structure of language ….◦ in order to understand the importance

and skills necessary to analyze sounds.

Develop effective teaching strategies ….◦ in order to provide effective phonemic

awareness instruction.

What do we know What do we know about children who about children who display difficulties in display difficulties in learning to read from learning to read from the outsetthe outset??

Poor word recognition skills with underlying deficits in

phonemic awareness.

models ofmodels of READING DEVELOPMENTREADING DEVELOPMENT

Chall’s (1983) Six Stages of ReadingStage 0: Preceding (0-5 yrs.)

Stage 1: Initial Reading or Decoding (5-7 yrs.)

Stage 2: Ungluing from Print (7-9 yrs.)

Stage 3: Reading to Learn (9-14 yrs.)

Stage 4: Multiple Viewpoints (14-18 yrs.)

Stage 5: Construction and Reconstruction (above 18 yrs.)

READINGREADING

word identification◦ sight word recognition

◦ word attack skills

comprehension◦ word level comprehension◦ sentence level

comprehension◦ text level comprehension

WHAT IS PHONOLOGICAL WHAT IS PHONOLOGICAL AWARENESS?AWARENESS?

WHAT IS PHONEMIC WHAT IS PHONEMIC AWARENESS?AWARENESS?

WHAT IS PHONICS?WHAT IS PHONICS?

Phonological AwarenessPhonological Awareness

An awareness of the sound structure of spoken language

An aspect of metalinguistic ability or metalinguistic awareness.

◦ Think about language as an object of thought, ……….separate from language

meaning.

Not important for communicative uses of language.

Crucial for literacy acquisition

Phonological AwarenessPhonological Awareness

The ability to analyze the the sound units (phonemes, syllables) of language.◦metalinguistic skill

NOT hear, NOT discriminate

Phonemic awareness critical to early reading ability.

Phonological AwarenessPhonological AwarenessPhonemic AwarenessPhonemic Awareness

Phonemic Awareness

Phonological

Awareness

Phonemic awareness ???????Phonemic awareness ???????Phonological Phonological

awareness ???????awareness ???????Phonological awareness – a broader

term; analyze the overall sound structure of words.◦ What rhymes with cat? Which word

is longer – watermelon or house?

Phonemic awareness – a more narrow term, analyze the specific sounds in words.◦ What sound does box start with? Tell

me the three sounds in the word cat.

Terms are often used synonymously.

Phonological Processing Phonological Processing Predicts Reading Predicts Reading

AchievementAchievementPhonological memory

◦ repeat nonsense words of increasing length

Rapid automatized naming◦ names of common objects, colors

Phonological or phonemic awareness

Why is the acquisition Why is the acquisition of phonological of phonological

awareness a challenge awareness a challenge for so many children?for so many children?

ROW A: Letters f i shROW B: Sounds /f/ /i/ /sh/

Row C: Pronunciation

And

Meaning

Lewkowicz, 1980

What can a child do with What can a child do with phonological awarenessphonological awareness? ? phonemic awarenessphonemic awareness??

Color the picture that rhymes with cat.

Tell me a word that rhymes with moon.

Do cat and cow begin with the same sound?

Circle the pictures that begin with the “kuh” sound.

Tell me a word that begins with mmm.

What word does /k/ – /ae/ – /t/ make? Put the sounds together.

What are the three sounds in the word phone?

Pig Latin – alktay igpay atinlay

Letter-Sound CorrespondencesLetter-Sound Correspondences

Alphabet Knowledge◦ Letter names◦ Letter Sounds

Alphabetic principle……◦ Words can be divided into sounds…….phonemic

awareness◦ Sounds can be linked to letters………..Alphabet

Knowledge◦ 26 letters, 44 sounds, 245 letter patterns_______________________________________________

What can a child do with phonemic awareness and the alphabetic principle?

Write the letter for the beginning sound in box. Write the letter for the ending sound in house. Read this word: fish. Sound it out.

PhonologicalPhonological Phonics PhonicsAwarenessAwareness

Focus: sound structure of words

Intervention tasks involve identifying, segmenting, and manipulating the sounds in words, without reference to the letters that represent the sounds

Achievement: ability to segment a spoken word into its component sounds (a metalinguistic skill); ability to combine sounds into words

Focus: print representation of sounds and words

Intervention tasks involve identifying, categorizing the print symbols (i.e., letters) that are used to represent speech sounds

Achievement: ability to

represent a spoken word in print with conventional sound-symbol correspondences; ability to create a spoken production of a written word by “sounding out” the written word

New names for old New names for old concepts?concepts?

PHONOLOGICAL AWARENESS = AUDITORY DISCRIMINATION?

NOPHONOLOGICAL AWARENESS =

PHONICS?

NO

LINKING:LINKING:Phonemic Awareness and Phonics and Phonemic Awareness and Phonics and

Reading Reading

Phonemic Awareness

Phonics

READING

Phonological Awareness

What Phonemic Awareness What Phonemic Awareness Instruction Will and Won’t Do?Instruction Will and Won’t Do?

DO…….◦ Benefit students who don’t figure it out on

their own◦ Benefit especially students who are having

problems learning to decode words

WON’T DO…..◦ Ameliorate deficits in vocabulary and reading

comprehension (language comprehension)

Syllable segmentation

Rhyme

Alliteration, Sound Sorts

Onset-rime segment/blend

Segment/blend IndividualPhonemes

Manipulate phonemes

COMPLEXITY

LESS

MORE

Phonological Awareness TasksPhonological Awareness TasksLewkowicz (1980)Lewkowicz (1980)

sound-to-word matching word-to-word matching recognition of rhyme isolation of beginning, medial or

final sound phonemic segmentation counting phonemes blending deletion of a phoneme specification of phoneme deleted phoneme substitution

AGEAGE Analysis: SKILL or ABILITYAnalysis: SKILL or ABILITY

preschoolpreschool segmentation of words into syllables, sentences into monosyllabic segmentation of words into syllables, sentences into monosyllabic wordswords

some rhyming abilitysome rhyming ability

some beginning sound abilitysome beginning sound ability

early kindergartenearly kindergarten judge rhyming wordsjudge rhyming words

generate rhyming wordsgenerate rhyming words

middle middle kindergartenkindergarten

match words with same beginning soundsmatch words with same beginning sounds

match words with same final sounds match words with same final sounds

segment initial sounds and final soundssegment initial sounds and final sounds

late kindergartenlate kindergarten segment sounds in two and three sound words (e.g., CV, VC, CVC)segment sounds in two and three sound words (e.g., CV, VC, CVC)

early first gradeearly first grade segment sounds in words with blends (e.g., skate, jump)segment sounds in words with blends (e.g., skate, jump)

DEVELOPMENT: BenchmarksDEVELOPMENT: Benchmarks

Instructional SequenceInstructional SequenceInstructional TasksInstructional Tasks

Segmenting sentences into words (monosyllabic words)Segmenting sentences into words (monosyllabic words)

Segmenting words into syllablesSegmenting words into syllables

RHYMERHYME rhyme judgmentrhyme judgmentrhyme matchingrhyme matchingrhyme generationrhyme generation

INITIAL SOUNDSINITIAL SOUNDS initial sound judgmentinitial sound judgmentinitial sound matchinginitial sound matchinginitial sound segmentationinitial sound segmentation

FINAL SOUNDSFINAL SOUNDS final sound judgmentfinal sound judgmentfinal sound matchingfinal sound matchingfinal sound segmentationfinal sound segmentation

SOUND SEGMENTATION AND BLENDINGSOUND SEGMENTATION AND BLENDING CV and VC wordsCV and VC wordsCVC wordsCVC wordsCCVC and CVCC wordsCCVC and CVCC words

The Big Question……..The Big Question……..

What effort is necessary for the child to acquire a foundation of phonological awareness that enables him or her to benefit from formal classroom reading instruction?

The Answer…….The Answer…….Nothing …

◦ the child comes to school reading◦ the child comes to school on the cusp of

reading.

Whatever we’ve been doing for the last umpteen years.

Explicit phonological awareness instruction◦ classroom-based instruction in

kindergarten◦ small group intensive instruction at the

end of kindergarten or beginning of first grade.

Development of Phonological Development of Phonological AwarenessAwareness

Variability in children's phonological awareness skills at kindergarten entry.◦ Children gradually develop phonological

awareness, as early as preschool and continuing throughout the school years.

◦ Early phonological awareness from experiences.

Instruction is crucial to development of phonological awareness for many children.

◦ Children need a foundation of phonological awareness to succeed at word decoding (phonics).

Report: National Reading Panel (2000)Report: National Reading Panel (2000)Evidence-based Practice Evidence-based Practice

PhonemicPhonemic Awareness Awareness

PA can be taught and learned.

PA instruction helps children learn to read.

PA instruction helps children learn to spell.

PA instruction is most effective when it focuses on one or two types of phoneme manipulation rather than several types.

PA instruction is most effective when children are taught to manipulate phonemes by using alphabet letters.

What are the essential What are the essential components of phonological components of phonological

awareness instruction?awareness instruction? Achieve phonemic awareness:

◦ the ability to segment words into sounds. Incorporate letters/sounds to transition to

reading and writing instruction. Provide a foundation on which to build more

complex skills. Speech before print. Developmentally appropriate. Consistent with principles of speech structure.

Phonological awareness plays a causal role in reading development◦ crucial skill: PHONEMIC AWARENESS:

segmenting and blending

What have we learned from What have we learned from phonological awareness phonological awareness

interventionsinterventions??

o Earlier is better – provide instruction before reading failure is experienced

oPhonological awareness develops as a result of appropriate instruction, not maturation.

oChildren respond differently to instruction.

oPhonemic awareness is a precursor to reading achievement.

Phonological Awareness Ability Phonological Awareness Ability and Reading Achievementand Reading Achievement

Torgesen and Mathes, 2000Torgesen and Mathes, 2000

Why are we doing thisWhy are we doing this??No Child Left Behind (NCLB)

◦ Individual child is focused◦ Scientifically-based research reading instruction

Individual with Disabilities Education Act (IDEA)◦ Prevention

Pre-referral◦ Response to Intervention (RTI)

Tiered Instruction Implementation in Elementary Schools

◦ Reading scientists now estimate that 95% of all children can be taught to read at a level constrained only by their reasoning and listening comprehension abilities. (Moats, 2000)

Learning Disabilities Learning Disabilities Some children, despite their

participation in a preventative phonemic awareness instructional intervention, fail to acquire word reading skill within the “normal” range.◦ Estimates 2% to 6% of population

Intervention for Learning Disabled students:◦ Provide more extensive instruction

individually or in small group settings.◦ Recognize that gains in reading will require

more instruction and more reading time than most children.

Tier 3 Instruction

SOUND STRUCTURE SOUND STRUCTURE OF ENGLISHOF ENGLISH

Teacher of Phonological Teacher of Phonological AwarenessAwareness

What do you need to know about the sound structure of language?

What do you need to know about how speech is represented with print?

Words and Speech SoundsWords and Speech Sounds

Words are made up of phonemes.

Children must be able to figure out what sounds are in a word in order to decode words and spell words.

Teachers must assist children in analyzing the sounds in words BEFORE they ask children to think about how print represents speech.

Instructional GoalInstructional Goal

Children segment words into sounds.◦ Say the word, break the word into

its individual sounds.

◦NOT differentiate between vowel

sounds classify vowels as long or short match vowel sounds, and so

on…..

Take a test! Tell me the Take a test! Tell me the number of sounds in these number of sounds in these

wordswords1. cat2. cake3. fish4. you5. truck6. stamp

7. the8. fuse9. ring10.catch11.box12. exact13. coupon

Tell me the number of sounds Tell me the number of sounds in these words: ANSWERSin these words: ANSWERS

1. cat -- 32. cake -- 33. fish -- 34. you -- 25. truck -- 36. stamp -- 57. the -- 2

8. fuse -- 49. ring -- 310. catch – 311. box -- 412. exact -- 613. coupon – it

depends`

Categorizing Speech SoundsCategorizing Speech Sounds

Place - lips, teeth, tongue, hard palate (roof of mouth) or soft palate (back of mouth)

Manner – stop, nasal, fricative, affricate, glide, liquid

Voiced or voiceless – vibration of vocal cords

With a partner, discuss With a partner, discuss where these sounds are where these sounds are made:made:/b//k//d//f//g//h//j/

• /l/• /m/• /n/• /p/• /r/• /s/• /t/

• /v/• /w/• /y/• /z/• /ch/• /sh/• /th/

Phonetic SymbolsPhonetic Symbols

Lips Lips

/teeth

Tongue Between

Teeth

Tongue

Behind

Teeth

Roof of Mouth

Back of Mouth

Throat

Stop

e p, b t, d k, g

nasal m n ng

fricative f,v th, th

s, z sh, zh

affricate ch, j

glide w y hliquid l

r

Why do I have so much Why do I have so much trouble doing this?trouble doing this?

If I can’t do this, how can If I can’t do this, how can a child?a child?

__________________________________________________________Your performance is influenced by your knowledge of print.

You have “lost” some of your ability to analyze speech.

Vowel ChartVowel Chart

BACKFRONT

HIGH

LOW

seesitmake

petcat

timefox

cupsaw

tube

boatput

How does speech map to How does speech map to printprint? ?

26 Roman letters, more than 40 phonemes or speech sounds

Grapheme: ◦Single letter or combination of letters

◦We use 250 graphemes to represent 40 phonemes!!

Moral of the StoryMoral of the Story

Children need lots of practice learning to analyze the sound structure of words before they are asked to figure out how the sounds of words are represented in print.

WVDE Phonological Awareness WVDE Phonological Awareness Collaborative ProjectCollaborative Project

Program Components◦ Classroom-based Instruction

Kindergarten/First Grade Delivered by: Teacher

May Collaborate with SLP or Title I _______________________________________

◦ Intensive Intervention (Small Group) Fall: First Grade Spring: Kindergarten Delivered by: Interventionist

SLP, Title I Reading Specialist, Special Education

Assessment: Dibels

Tier 1: Classroom-Based Tier 1: Classroom-Based Phonological Awareness InstructionPhonological Awareness Instruction

Kindergarten and First GradeKindergarten and First Grade

Best practice: Build a foundation of phonological awareness in all children◦ Identify those children who struggle and need

further intervention

Daily instruction provided to all children regardless of performance level or risk status◦ 15-20 Minutes/day

Material: Phonemic Awareness In Young Children: A Classroom Curriculum◦ Suggested Sequence of Instruction ◦ Cost-effective

Phonemic Awareness in Young Phonemic Awareness in Young Children: A Classroom CurriculumChildren: A Classroom Curriculum

Sequence of Activities and Teaching Descriptions◦ Simple to Complex Tasks

Listening Games Rhyming Words and Sentences Awareness of Syllables Initial and Final Sounds Phonemes Introducing Letters and Spellings

Adams, M., Foorman, B., Lundberg, I., & Beeler, T. (1997). Phonemic awareness in young children: A classroom curriculum. Baltimore: Brookes.

Tier 2 Intervention Tier 2 Intervention Small Group Intensive InterventionSmall Group Intensive Intervention

Children who have not mastered phonemic awareness as a result of classroom instruction.DIBELS

Small group instruction (6 students)Fall: First Grade Spring: Kindergarten

Teach a foundation of phonological awareness to include phonemic awareness and segmentation

Materials: Intensive Phonological Awareness Manual Instructional Materials Kit

Intensive Phonological Intensive Phonological

Awareness Program (IPAPAwareness Program (IPAP)) Time Frame: 3 - 30 min. sessions per week

18 hours of instruction

Letter names/sounds reviewed each session Weeks 1-3: Rhyme Weeks 4-6: Initial Sounds Weeks 7-9: Final Sounds Weeks 10-12: Word Segmentation and Blending

Schuele, C. M., & Dayton, N. (2000). Intensive phonological awareness program. Nashville, TN:

School Team RolesSchool Team Roles Kindergarten Teacher:

Implement daily instruction with entire kindergarten class.

SLP, Title I Reading Teacher and/or Special Education Teacher: Provide 12 week IPAP

6 first graders (Fall) and 6 kindergartners (Spring)

collaborate with the kindergarten teacher in classroom-based instruction.

First Grade Teacher: Reinforce phonemic awareness skills with entire class.

Assessment Coordinator: Coordinate all assessment with kindergarten and first

grade children.

Contact Person: Coordinate program and share information from the

WVDE.

WVDE Project: Two Tiered WVDE Project: Two Tiered Instruction in KindergartenInstruction in Kindergarten

September to May: Implement classroom supplemental curriculum

September: Evaluate all K children in classroom January: Evaluate all K children in

classroom. Identify 6 low achievers

February to May: Implement small group intervention with low achievers

May: Evaluate all K children in classroom

September May

.

WVDE Project: Two-Tiered WVDE Project: Two-Tiered Instruction in First GradeInstruction in First Grade

September to October: Implement classroom supplemental curriculum

August/September: Evaluate all first grade children in classroom. Identify 6 low achievers

September to December: Implement small group intervention with low achievers

December: Evaluate low achievers

August, September and October

.

Children Need ….Children Need …. Initially to realize that words are

composed of sounds.

Initially to experience simple tasks of paying attention to sounds in words (e.g., rhyme).

To move gradually from simple to more complex phonological awareness tasks, culminating in phonemic awareness tasks.

Phonemic awareness to benefit from later decoding or phonics instruction.

T0 BECOME SUCCESSFUL READERS!!

TechnicalTechnical Assistance Assistance DocumentDocument

INTRODUCTION◦Project Overview◦Record Keeping◦Teacher Documentation◦Student Selection◦Monitoring ◦School Contact◦Ordering Information for Program Materials

◦Timeline

Program Program ImplementationImplementationImplementation of Phonemic Awareness in Young Children: Classroom Curriculum◦Kindergarten Classroom (p.8)

Activity Implementation Record (p.11)

◦First Grade Implementation (p.23) Activity Implementation Record (p. 24)

Implementation of Intensive Phonemic Awareness Program (IPAP) (p.27)◦IPAP Record Form

TEAM DECISIONSTEAM DECISIONSWho will collaborate with the

kindergarten teacher on the classroom instruction?

Who will implement the 12 week intervention program with the group of 6 first grade children?

Who will implement the 12 week intervention program with the group of 6 kindergarten children?

Resource InformationResource InformationWVDE Power Point

Presentation(p.35)◦Notes Page/Website

Informational Materials◦Research/Background

Parent Notification Letter (p.37)Monitoring Documentation Form

(p.38)◦Title I/Reading First/Special Ed◦Jean Pearcy

School Contact Information◦Liaison w/ WVDE

AssessmentAssessmentDynamic Indicators of Basic Early Literacy Skills (DIBELS)◦DIBELS Analysis: Kindergarten(p.41)

◦DIBELS Analysis: First Grade (p. 42)

Assessment Guide for IPAP (p.43)

Paper/Pencil Booklets (p. 45)References (p. 49)

QUOTABLE QUOTES FROM QUOTABLE QUOTES FROM IPAPIPAP Wiley Ford Elementary, Mineral County “This was my first experience with the IPAP . I was very

impressed. The student enjoyed it and made great progress for the exercises in the program.”

Jamie Hill Special Ed IPAP Teacher

Fort Gay Elementary , Wayne CountyTeachers and parents have come to me and said they have

seen major improvement with these kids.” Crystal Young. IPAP

instructor

Point Pleasant Primary, Mason County We really believe that the emphasis on Phonemic

Awareness in kindergarten and early first grade is making a difference in the reading success of our students.

Lois Jones, Title I ,PA Instructor

MORE QUOTESMORE QUOTES Ceredo Elementary, Cabell CountyThey all have shown great improvement. I’m so proud of

them!

Christine Kelly, M. Ed, CCC – SLP

Rosedale Elementary, Fayette County No funding for DIBELS in the first grade, so we are only doing

kindergarten. Ted Dixon, Principal

Vienna Elementary, Wood CountyWe have very much enjoyed the IPAP program and can see

how beneficial the program has been for our children. I am anxious to see if we get the same progress as we prepare to start the program with kindergarten.

Lana Barlett, IPAP instructor, first year

THE BOTTOM LINETHE BOTTOM LINEBonham Elementary, Kanawha County Patsy Serles, third year IPAP teacher

“At first I was not sure about this program because of the repetition. But after three years and seeing the turnaround of struggling students who could master phonemic awareness, she said,

” I‘M A BELIEVER! This program really works!”

WEST VIRGINIA KINDERGARTEN WEST VIRGINIA KINDERGARTEN IPAP DIBELS SCORES 2007-2008IPAP DIBELS SCORES 2007-2008

January Results ISF PSF NWF Total

Benchmark 24% 20% 22% 22%

Strategic 56% 36% 35% 42%

Deficit 20% 46% 44% 36%May Results PSF NWF Total

Benchmark 73% 45% 54%

Strategic 26% 29% 27%

Deficit 12% 26% 19%

WEST VIRGINIA FIRST GRADE WEST VIRGINIA FIRST GRADE IPAP DIBELS SCORES 2007-2008IPAP DIBELS SCORES 2007-2008

September Results PSF NWF Total



Deficit 18% 36% 27%

January Results PSF NWF Total



Deficit 3% 18% 10%

Contact InformationContact Information

Kathy Knighton , Program [email protected]

Phyllis Veith, Assistant [email protected]

Office of Special Programs

Extended and Early LearningWest Virginia Department of Education(304) 558-2696 or Fax (304) 558- 3741