EDUC 6795J Assignment Examining Literacy Instruction Part 1 PDF

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This paper analyzes the three tiers of this instructional hierarchy for reading progression based on my experience with a student I have worked with in my school setting....

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Examining Literacy Instruction: Instructional Hierarchy Sherlene Roker Walden University

2 Abstract Effective Evidence Based literacy intervention has proven to be an effective tool to ensure that students receive intensive, quality instruction, assessment and feedback based on their learning needs (Ciullo, Lembke, Carlisle, Thomas, Goodwin, & Judd, 2016). Response To Intervention (RTI) is an effective multi-tiered model that provides students an opportunity to move through an instructional continuance as they progress in learning academics (Daley et al., 2015). This paper analyzes the three tiers of this instructional hierarchy for reading progression based on my experience with a student I have worked with in my school setting.

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Examining Literacy Instruction: Instructional Hierarchy According to Daley, Neugubaure, Chafouleas & Skinner (2015 p.56), “Early Literacy is a set of “basic” skills that are foundational to fluent reading”. Because of the different ways students learn, teachers and other stakeholders in education often find it necessary to design and implement various strategies to measure the skills students need and adapt instruction to meet those needs. Effective Evidence Based literacy intervention has proven to be an effective tool to ensure that students receive intensive, quality instruction, assessment and feedback based on their learning needs (Ciullo, Lembke, Carlisle, Thomas, Goodwin, & Judd, 2016). One such efficacious delivery model that provides students an opportunity to move through an instructional continuance as they progress in learning academic skills is Response to Intervention (RTI) (Daley et al., 2015). This paper analyzes the three tiers of this instructional hierarchy for reading progression based on my experience with a student I have worked with in my school setting. Tier 1 For the purpose of this paper, I will call this student Chad. I met Chad in September of 2016 at the age of 7 when his mother brought him to my tutoring center seeking for answers to his reading disabilities which had led to his low level of achievement in school at the time. He was beginning his second year as a 2nd grade student. As Tier 1 of Literacy instruction usually involves “core” reading instruction. In Chad’s case, as I was not his full-time teacher at school, in order to be able to identify his strengths and weaknesses, I had to assess Chad’s core grade level skills in phonics, reading fluency and comprehension by having him identify vowel sounds in picture words, complete the spelling of words by writing the correct beginning or ending blends to match the pictures, oral reading of a

4 grade level appropriate passage, and respond to questions to recall story content (Daley et al., 2015). I observed that Chad struggled through the entire assessment and displayed a serious lack of phonemic awareness, oral reading fluency and comprehension skills. As stated earlier, a barrier to my school setting is the fact that I was not Chad’s full –time teacher. This made it difficult for me to have all of the background information needed to accurately assess Chad’s reading challenges. To assist with this, one additional strategy that could be used in a case like this would be to get permission from Chad’s mother to meet with his teacher or have him/her fill a questionnaire providing background information regarding the teaching strategies used in Chad’s classroom setting as well as his responses and performance during class (Colorado READ Act, 2016). Tier 2 According to Daley et al. (2015), at tier 2, the students who do not meet proficient reading standards after adequate instruction and assessments at tier 1, receive more intense intervention. In Chad’s case, as I was assessing him after the completion of one year at the second grade level, and based on the fact that he displayed severe reading deficiencies, I began tier 2 intervention with him. He continued to receive core reading instruction in his classroom setting at school, however, I provided additional instruction in a small group setting for 45 minutes a day, 2 days a week. I began a strategic enhancement of beginning reading with Chad (Colorado READ Act, 2016). The purpose of this was to help him meet reading targets such as phonemic awareness review and phonics instruction along with reading fluency or guided, repeated oral reading (Daley et al., 2015).

5 The stumbling block here was that Chad seemed to be tired by the time he got to me at the end of the formal school day. At first, Chad still struggled a bit with fluent decoding and word recognition which affected his comprehension skills (Daley et al., 2015). Again, the barrier here is that I was not able to observe Chad in his formal school setting to ensure that the kind of instruction he was receiving was what was best to meet his needs. One additional strategy I would use at this tier would be using more progress monitoring data to evaluate the effectiveness of the intervention (Colorado READ Act, 2016). Tier 3 At tier 3, some students may need more practice or additional strategies like more oneon-one tutoring and an increase explicitness of instruction and focus (Colorado READ Act, 2016). Chad turned out to be a model student who seemed to have most of his difficulties addressed at tier 2 (Daley et al., 2015). Tier 3 intervention was not needed in his case. By the end of the first term (3 months) of repeating second grade as well as receiving tier 2 intervention strategies, he had shown remarkable improvement and had made the honor roll at school. Effective Evidence Based literacy intervention multi-tiered literacy interventions have proven to be effective in helping schools and teachers to provide effective instruction, assessment and feedback that adequately meets the needs of students and helps them to improve their literacy skills. After receiving tier 2 interventions, Chad seemed more motivated and was able to show marked improvements in his scholastic performance at school.

6 References (Ciullo, S., Lembke E.S., Carlisle, A., Thomas, C. N., Goodwin, M., & Judd, L. (2016). Implementation of evidence-based literacy practices in middle school response to intervention: An observation study. Learning Disability Quarterly, 39(1), 44-57. Colorado READ Act. (2016). Tiers of reading instruction – meeting the needs of all students. Colorado Department of Education. Retrieved from https://www.cde.state.co.us/coloradoliteracy/tiersofinstruction Daley, E. J., III., Neugebauer, S., Chafouleas, S., & Skinner, C. H. (2015). Interventions for reading problems: Designing and evaluating effective strategies (2nd ed.). New York, NY: Guilford Press

7 Appendix Literacy Intervention Resource List Articles 1. Keehne, C., Sarsons, M., Kawakami, A., Au, K., & Keehne, C. (2018, June). Culturally responsive instruction and literacy learning. Journal of Literacy Research, 50 ( 2) 141-166. In this article, research in culturally responsive instruction (CRI) to improve literacy learning was explored through study of Hawaiian-focused charter schools. Schools implemented CRI in an outward-looking, action-oriented manner and literacy was viewed as a means of serving community, not as an end in itself. 2. Klingner, J., and Soltero-González, L. (2009, September). Culturally and linguistically responsive literacy instruction for english language learners with learning disabilities. Multiple Voices for Ethnically Diverse Exceptional Learners: 12, ( 1), 4-20. This resource present a review of research studies that address special education literacy instruction for English Language Learners (ELLs) with learning disabilities (LD) and ELLs with low literacy achievement in elementary and middle school grades. 3. Wilson, J. A., Fagella-Luby, M., & Wei, Y. (2013, September). Planning for adolescent tier 3 reading instruction. Sage Publication Journal 46 (1) 26-34. Retrieved from https://doi.org/10.1177/004005991304600104 In this article, a special educator was asked to plan tier 3 reading intervention that included evidence-based practices for 2 ninth graders who had not responded to previous attempts intervention. This educator wondered what instructions she could deliver with the limited resources available at her school. Books 4. Grambell, L. B., Morrow, L. M. , & Shanan, R. (2015). Best practices in literacy instruction. New York: The Guilford Press This fifth edition course text addresses evidence-based best practices in the light of emerging research and national policy, actively tying classroom-based research, innovation, and instruction to the Common Core State Standards (CCSS). Practical suggestions and case studies empower PreK-8 teachers to support the needs of all their students while meeting Common Core goals.

8 5. Perez K. D. (2017). 200+ proven strategies for teaching reading: grades K-8. Bloomington, In: Solution Tree Press This book provides creative systems that work together with a student’s literacy education. This easy-to-use reference guide provides K 8 teachers with practical strategies to motivate all students to develop their reading abilities across grade levels and content areas. Documents 6. Colorado READ Act. (2016). Tiers of reading instruction – meeting the needs of all students. Colorado Department of Education. Retrieved from https://www.cde.state.co.us/coloradoliteracy/tiersofinstruction This resource outlines three tiers of instruction that contribute to more meaningful identification of learning problems related to literacy achievement, improve instructional quality, provide all students with the best opportunity to learn to read, assist with the identification of learning disabilities specific to learning to read, and accelerate the reading skills of advanced readers. 7. National Research Center on Learning Disabilities (2007). Responsiveness to Intervention (RTI): Reading and Math Standardized Tier 2 Research-Based Intervention Retrieved from https://www.rtimdirect.com/pdf/Tier2Intervention.pdf This resource outlines three tiers of instruction that contribute to more meaningful identification of learning problems related to literacy achievement, improve instructional quality, provide all students with the best opportunity to learn to read, assist with the identification of learning disabilities specific to learning to read, and accelerate the reading skills of advanced readers. Website 8. Chall, J. Reading Horizons for RTI (Response to Intervention) Reading Horizons Retrieved from https://www.readinghorizons.com/reading-interventionprogram/response-to-intervention This website implements explicit, systematic, and multisensory reading instruction into all three tiers of the RTI model. It can help teachers and parents meet the needs of students who need additional help to become proficient readers....