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Effective Interventions for Reading Difficulties

This module is comprised of four sessions

Site: Colorado Department of Education - LMS
Course: OD-Assessing, Preventing, and Overcoming Reading Difficulties
Book: Effective Interventions for Reading Difficulties
Printed by: Guest user
Date: Saturday, 1 October 2022, 5:14 AM

Module 11

Module 11 Effective Interventions for Reading Difficulties is comprised of two sessions. 

Session Titles

11.1 How Do We Determine What is Effective? 

11.2 Popular Interventions with Minimal to Modest Results 

11.3 Phonological Proficiency Intervention Continuum 

11.4 Highly Effective Intervention for Reading Difficulties

Other Information

Please use the black previous & next arrows previous & next arrows or Table of Contents located to the right to navigate through the module. 



11.1 How Do We Determine What is Effective?

Learning Intentions

After viewing this module session participants will be able to: 

  • Identify five ways to determine intervention effectiveness and why four of them are inadequate
  • Provide examples of inadequate attempts to determine intervention effectiveness
  • Identify a valid way to determine effectiveness of interventions for word-level reading difficulties

View

Watch the session below. 


*Please see the Transcripts resource folder located in Module 0 for a text copy of the transcript from this video. 

Summary

  • There are five ways of estimating the effectiveness of interventions: informal assessments, raw score gains, statistical significance, effect sizes, and standard score gains from nationally normed tests
  • The first four of those five approaches are inherently incapable of telling us if an intervention is effective
  • Only standard score point gains on nationally normed tests can tell us if an intervention approach is allowing struggling readers to catch up with their peers

Reflect & Connect

How have you typically gauged reading improvements? How might this change as a result of this session?



11.2 Popular Interventions with Minimal to Modest Results

Learning Intentions

After viewing this module session participants will be able to: 

  • Identify types of interventions that have limited results
  • Explain why these approaches do not substantially “close the gap” between struggling readers and their typically-developing peers
View

Watch the session below. 


*Please see the Transcripts resource folder located in Module 0 for a text copy of the transcript from this video. 

Summary

  • There are several common assumptions about reading intervention that affect our instructional efforts with weak readers
  • These assumptions are not consistent with what researchers have discovered about reading development and reading difficulties
  • Most commercially available approaches are based upon these unsupported assumptions
  • As a result, the most commonly used interventions are of limited helpfulness for weak readers

Reflect & Connect

What assumptions have your brought to the task of reading instruction or intervention? How have they affected your choice of approach?



11.3 Phonological Proficiency Intervention Continuum

Learning Intentions

After viewing this module session participants will be able to: 

  • Describe the phonological proficiency intervention continuum
  • Explain why the degree of phonology incorporated into intervention affects outcomes for word-level reading

View

Watch the session below. 


*Please see the Transcripts resource folder located in Module 0 for a text copy of the transcript from this video. 


Summary

  • Alphabetic writing involves phoneme-based characters
  • The well-established theories of orthographic learning highlight the centrality of phonemic processing for word memory
  • There is a wide range of standard score point outcomes in word-reading intervention research
  • There appears to be a direct relationship between phonemic training and outcomes
  • The more advanced the phonemic training, the better the reading outcome

Reflect & Connect

Do what degree have you incorporated phonemic training into remedial reading lessons? How may your practice change based upon this session?



11.4 Highly Effective Intervention for Reading Difficulties

Learning Intentions

After viewing this module session participants will be able to: 

  • Describe the three key elements found in the most highly successful word-level reading intervention studies
  • Explain why these key elements promote maximum success

View

Watch the session below. 


*Please see the Transcripts resource folder located in Module 0 for a text copy of the transcript from this video. 

Summary

  • The studies with the most highly effective results yield about a standard deviation of improvement (14-17 standard score point gains) in word identification
  • These gains are maintained over time
  • The studies with the most highly successful outcomes had three key elements: intensive training of phoneme manipulation, phonics instruction, and reading practice
  • These three key elements all dovetail with the word learning theories of Ehri and Share
  • They currently represent “best practice”

Reflect & Connect

Identify the three key elements that lead to the most highly successful outcomes and explain why they are effective.