Effective Interventions for Reading Difficulties
| Site: | Colorado Education Learning Management System |
| Course: | Guest Access-Assessing, Preventing, and Overcoming Reading Difficulties |
| Book: | Effective Interventions for Reading Difficulties |
| Printed by: | Guest user |
| Date: | Thursday, 13 March 2025, 1:02 AM |
Description
This module is comprised of four sessions
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
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.