Using Root Cause Analysis to Drive Intervention for Students with Reading Concerns Copy of this presentation is at http://dpsspedscreeners.wikispac es.com/
Dec 30, 2015
Using Root Cause Analysis to Drive Intervention for Students with
Reading Concerns
Copy of this presentation is at http://dpsspedscreeners.wikispaces.com/
Murder Myster
y!
A sailor goes into a restaurant. His hands are tanned except for
where a watch and wedding ring once
belonged. He orders albatross, eats one bite which reminds him of something. He goes
outside and kills himself.
Murder Myster
y!
Bob and Carol and Ted and Alice all live in the same house. Bob and
Carol go out to a movie, and when they return,
Alice is lying dead on the floor in a puddle of water
and glass. She has multiple lacerations all
over her body. It is obvious that Ted killed her but Ted is not prosecuted
or severely punished.
Objectives Participants will be able to orally interpret a
body of evidence to determine the root cause of academic deficit in the area of reading using academic vocabulary and
create a treatment plan for intervention.
Simple View of Reading
Reading is the product of decoding (the ability to read words on a page) and language comprehension
(understanding those words).
Printed Word recognition
Language Comprehension
x
Phoneme Awareness
Phonics
Fluency
Vocabulary
Reading Comprehensio
n
2 domains
5 components
Gough and Tumner, 1986; Cain,p 214
Reading: Simple View of Reading as an
algorithm Printed Word Recognition
Language Comprehension
x =Reading
Comprehension
1 x =0 0
0 x =1 0
.5 x =1 .5
● Background Knowledge● Vocabulary Knowledge● Language Structures● Verbal Reasoning● Literacy Knowledge
● Phonological Awareness● Decoding (and Spelling)● Sight Recognition
SKILLED READING: fluent execution and coordination of word recognition and text comprehension.
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasingly
strategic
Reading is a multifaceted skill, gradually acquired over years of instruction and practice.
Reading: Scarborough's Rope
Simple View of Writing Writing is the product of low level transcription skills and high
level language processing and mental control processes.
Transcription Skills Language Processing
x
handwriting, spelling, grammar
Mental Control
Planning, reviewing and
revising
3 domains
=Written
Composition
Model for Writing Instruction
x x
self-regulation, working memory
Hypothesize the Root Cause
Hint:The root cause is one or more of the
psychological processors that interfere with a child’s ability to read, write, listen, speak,
compute or problem solve OR
they received poor instruction
Reading SLD Number Past Year
2105 Students qualified for a basic reading SLD2286 Students qualified for reading fluency SLD
2102 Students qualified for reading comprehension SLD
Basic Reading Reading Fluency Reading Comp.2000
2050
2100
2150
2200
2250
2300
Analysis of the Data
Root Cause
Problem Solving Process
1. Define the problem
2. Gather data/Eviden
ce
3. Delineate Root Causes
4. Develop Possible Solutions
5. Implement
the intervention
s
6. Evaluate Effectivenes
s
Creativity in Problem Solving
Fluency/naming speed and language comprehension
Phonology and fluency/naming speed
Phonology and language comprehension
All three issues
Subtypes of Reading Concerns
Subtypes of Writing Concerns
Memory Processes
short term
memory
long term
memory
working memory
Automatic Pilot
Self-regulation: revising, employing strategies, setting goals, managing attention, taking perspective of the reader
Higher-level reasoning: finding evidence, judging perspective, synthesizing or elaboration, having a new idea
Writing Processing Model
Planning Translating
Transcribing
context
Letters Sounds
meaning
Phonics
Handwriting Keyboardin
g
Writing
Reviewing
Processing
Speed
Diagnostics
Follow the clues to
hypothesize the processing
disorder
Fishbone diagram is used when….
… a team needs to study a problem/issue to determine the root cause.
… a team wants to study all the possible reasons why a process is beginning to have difficulties, problems, or breakdowns.
… a team needs to identify areas for data collection.
… a team wants to study why a process is not performing properly or producing the designed results.
1) Draw the fishbone diagram
2) List the problem in the head of the fish
3) Label each bone with categories to be studied
4) Identify the factors within each category that maybe affecting the problem
5) Continue until you no longer get useful information
6) Analyze the results
When root cause analysis goes bad
Deep Look at Root Cause
Examples of Assessment Tools to hypothesize processing disorder
Case Study Angie
Case Study
6th Grade at a K-8 School Developed a reading problem
SRI- 498 or 2nd grade levelCSAP Reading of Unsatisfactory
SIT Read Naturally for 2 days a weekGuided Reading Plus for 3 days a week
Progress Monitoring Oral Reading Fluency – no progress after 6
weeks.
SPED GORT- showed she is at the 21%ile
Program Manager Called the program manager and not sure
what to doReview indicated a very poor BOEA BOE was developed
Phonological Awareness (Blevins, Rosner and Words their Way)
Alphabetic Principle (Core Phonics, Words their Way, LETRS Morphological Awareness)
Vocabulary and Comprehension (DRA/SRI and Critchlaw) Fluency (ORF, Fry and RAN)
Rhyme:Oddity Task:Oral Blending:Oral Segmentation:PhonemicManipulation:
Short vowels:Consonant Blends with short vowels:Short vowels, digraphs, and trigraph:R-Controlled vowels:Long vowels spellings: Variant Vowels:Low frequency vowel and consonant spellings Multisyllabic words:
Morphology:
# of Orthographic errors on spelling:
Site Words: Sight Words are spelled correctly
ORF Rate:
ORF Accuracy:
# of phoneme errors on spelling test:
Color naming RAN:
Reading Level: SRI 498 GORT: 21%ile CSAP: Unsatisfactory DPS Benchmark (spring 2011) PP
DRA Level 40 MAZE Passage: 38%ile
Oral Language Vocabulary:
Rosner Auditory Analysis:
Reading Vocabulary:
Clues
Clues
Clues
Clues
Clues
Clues
Clues
Total number of seconds
Grade level
>111 < K
111-95 K
94-76 1st grade
75-67 2nd grade
66-64 3rd grade
63-59 4th grade
58-52 5th grade
51-49 6th grade
48-45 7th grade
45-40 8th grade
<40 9th grade +
Phonological Awareness (Blevins, Rosner and Words their Way)
Alphabetic Principle (Core Phonics, Words their Way, LETRS Morphological Awareness)
Vocabulary and Comprehension (DRA/SRI and Critchlaw) Fluency (ORF, Fry and RAN)
Rhyme: 11/12Oddity Task: 12/12 Oral Blending: 12/12Oral Segmentation: 23/24PhonemicManipulation: 12/12
Short vowels: 21/21 Consonant Blends with short vowels: 15/15Short vowels, digraphs, and trigraph: 15/15R-Controlled vowels:13/15Long vowels spellings: 13/15Variant Vowels: 10/15Low frequency vowel and consonant spellings: 8/15 Multisyllabic words: 14/24
Morphology: Structural analysis 1/12Inflectional Morphemes 11/12Derivational Morphemes 0/12
# of Orthographic errors on spelling: 43%
Site Words: San Diego 5th grade level
ORF Rate: 93.8 / 15%ile
# of phoneme errors on spelling test: 57%
Color naming RAN: 6th grade level
Reading Level: SRI 498 GORT: 21%ile CSAP: Unsatisfactory DPS Benchmark (spring 2011) PP
DRA 40 MAZE Passage: 38%ile
Oral Language Vocabulary:
Rosner Auditory Analysis: 1st Grade Leve l
Reading Vocabulary: GORT Fluency: 16%ile 7th Grade Level
5th grade level Executive Function: excellent focus, initiates tasks, can shirt in midstream; no concerns with executive functioning
Reasoning : excellent verbal and non-verbal reasoning
Other: English is first language; no family history of reading problems; older sibling have no issues with academics; engaged family
Is there evidence to
suggest difficulty with
executive functioning?
Is there evidence to
suggest difficulty with
Language Processing ?
Is there evidence to
suggest difficulty with reasoning (e.g.
cognitive below SS 85?
Root Causes of Reading Difficulty
Student has the ability to sustain focus when basic skills are
automatic
Is there evidence to
suggest difficulty with
processing speed?
Student is able to learn through various
methods (mastery, inquiry)
yes
no
1.
2.
3.
Is there evidence to
suggest problems with phonological processing?
Is there evidence to
suggest problems with orthographic processing?
yes
no
yes
no
yes
no
yes
noyes
no
Prioritize the concerns 1. ______________________________2. ______________________________3. ______________________________4. ______________________________5. ______________________________6. ______________________________
Executive Functioning Concerns
Reasoning Concerns
Reading Comprehensi
onConcerns
Reading Fluency
Concerns
Basic Reading
Phonological Concern
Basic Reading
Orthographic Concern
Review Process again
Name: ______Angie ________
Basic Reading Phonological Concern
Basic Reading Orthographic Concern
Targeted Normed Assessment
Just the phonological processing subjects not the rapid naming subtests
7%ile
Specially Designed Instruction Treatment
20 minutes daily6 weeks
-phonology drills (5 min daily)-direct instruction in syllable types
and structural analysis (15 min) After initial treatment- 20 min 2x
week-application of syllable types and
morphology using core curriculum vocabulary
As General Education Teachers…
We must pay attention to the cluesand dig a little bit deeper.
Reading Writing Math
Most reading issues are due to lack of mastery of low level skills -phonological awareness and alphabetic skills -poor fluency is mostly due to poor basic skills (teaching them to read faster doesn’t solve the problem)-comprehension is rarely the issue and strong indication of a learning disability (10%) or ELL
Most writing issues are due to lack of mastery of transcription skills (handwriting, keyboarding, spelling and grammar) Second biggest issues is poor mental control -Writing is not simply transcribing what you say
Most math issues are due to lack of number sense and non-verbal processing -concept first then automaticity-If reasoning is in place then not a problem with problem solving
Simple View of Reading
Reading is the product of decoding (the ability to read words on a page) and language comprehension
(understanding those words).
Printed Word recognition
Language Comprehension
x
Phoneme Awareness
Phonics
Fluency
Vocabulary
Reading Comprehensio
n
2 domains
5 components
Gough and Tumner, 1986; Cain,p 214
Intervention
CCSSCollege and Career Ready
Read closely for details and make inferences; find evidence in the text
Identify ideas and summarize
Analyze ideas, people and events develop over the course of the text
Interpret words and phrases
Analyze text structures Assesses
point of view
Integrate and evaluate content
Evaluate arguments and claims
Analyze themes between two or more text
Read and comprehend complex literary and informational texts independently and proficiently.
Work backwards to 8th grade Knowledge
of conventions of English grammar
Knowledge of conventions of English mechanics
Determines meaning of unknown
multi-meaning words
Interprets Figurative Language
Increases Vocabulary
What needs to be in place to before you can teach these
skills?
We read with our brain!
Occipital LobeWernicke’s Area
Broca’s Area Angular Gyrus
Processing Model for Word Recognition
Context Processor
Orthographic Processor
Phonological Processor
Meaning Processor
writing outputlanguage output reading input
speechsound system
letter memory
Phonics
language input
Skip phonics do
spelling!
Meaningful Homework?
Make a list of spelling homework tasks commonly assigned in school. e.g. write the word ten times, use in a sentence, etc. Sort into the instructional spelling approaches. What pattern do you see?
Whole Word
Spelling
Phonetic Spelling
Morphemic Spelling
Spelling Words- how do I pick the
words?
Based on their stage of spelling development that follow a pattern for discovery
Words their Way Spelling Inventory
Follow the prescribed curriculum based on a strong sequence of spelling instruction
Writing Road to Reading, Spectrum Spelling, Just Words
Do Not…. -use the words that they spelled wrong from their writings – unless they are a part of a pattern of words -sight words- unless they are one or two trick words that are taught by whole word spelling -vocabulary words- vocabulary words are to teach word meaning-words they don’t know the meaning of (the problem with Spellography is that most of the words are unknown to urban school children
Writing to Read I. HAVE STUDENTS WRITE ABOUT THE TEXTS THEY READ. 1. Respond to a Text in Writing ES=.772. Write Summaries of a Text ES= .523. Write Notes About a Text ES= .474. Answer Questions About a Text in
Writing, or Create and Answer Written Questions About a Text ES=.27
II. TEACH STUDENTS THE WRITING SKILLS AND PROCESSES THAT GO INTO CREATING TEXT.5. Teach the Process of Writing, Text
Structures for Writing, Paragraph or Sentence Construction Skills ES= .18 to .27
6. Teach Spelling and Sentence Construction Skills ES= .79
7. Teach Spelling Skills ES=.68II. INCREASE HOW MUCH STUDENTS WRITE ES=.30
Graham & Hebert (2012)
(sentences)(words)syllables
onset-rimephonemes
1:1digraphstrigraphs
vowel teamsblends
word familiesinflections
syllable typesroots/affixesword origin
Orthography (Contributed by Carol Tolman, used with permission)
Phonological Awareness
Scope and Sequence of Word Level Reading Instruction
Pre-k-k
K-1 grade
K-2 grade
K-3 grade
1-3 grade
1-3 grade
2-12 grade
2-12 grade
Emergent
Letter name
Within Word Pattern
Syllable and Affixes
Derivational Relations
Synthetic vs Analytical
Synthetic Analytical
- direct instruction of the sounds
- taught in a systematic manner
- each one building on the next
- discovery based instruction of the sounds
- taught in the context of meaningful tasks
- each one building on the next
CH- sort these ch spellings; what is their language or
origin chauffer
chalkcharactermachine
chairchaletcheek
chestnutchagrin
cholesterolchateauchlorophylllunchchaoschaseschoolchapstick
chuckcachechemicalchlorine
Speech to Print Workbook, L Moats
Greek
Latin
French
Anglo-Saxon
Analytical
Silent E- six reasons in English
Example
cakehavechancelittlehouseare
The e makes the vowel say its nameEnglish words do not end in the letter VThe e lets the c say /s/ or g say /g/Every syllable must have one vowel; final stableIndicates that this is not a plural
No job…historical spelling
Spelling Words aim
todaygray
mayor awaybraingrainstray
explaindrain
make sure they have meaning around the words
Synthetic
Listen and Look for the pattern
aimtodaygray
mayor awaybraingrainstray
explaindrain
aim
today
gray
mayor
away
brain
grain
stray
explain
drain
What is the one sound that all these words have?
/ā/
I am going to circle 5 of these words. What do all five of these words have in common?
ai spelling for /ā/
What is the position of the ai spelling in the words? beginning, middle or end?
beginning &middle but never
the end!
Analytical
Simple View of Reading
Reading is the product of decoding (the ability to read words on a page) and language comprehension
(understanding those words).
Printed Word recognition
Language Comprehension
x
Phoneme Awareness
Phonics
Fluency
Vocabulary
Reading Comprehensio
n
2 domains
5 components
Gough and Tumner, 1986; Cain,p 214
Intervention
Work backwards to 8th grade Cite
evidence from text;
draw inference from text
Identify central idea and analyze
the developmen
t
Evaluate arguments
and determine if
sound reasoning is
present
Compare and
contrast text;
identify contradictio
ns Connections
What needs to be in place to before you can teach these
skills?
Figure 2.1: The RAND Model,
Factors Influencing Comprehension
p. 18
Influence of the Text
Text
• Clarity of words• Precision of words that express underlying ideas• Text cohesion• Genre• Layout of text• Reader “friendliness”• Readability
The Task
TaskTask
Reading for what purpose?
Is choice involved or not?
Limited or unlimited time?
Consequences for reading?
Presence of support and instruction?
.
The Reader
Reader• Decoding skills• Experience• Interests • Motivation• Reasoning ability
p. 23
In What Context Does Reading Occur?
Context
• Community/cultural norms• Peer group habits• Family literacy
The “Surface Code”
Refers to literal word and phrase meanings in a sentence.
“A pack of wolves roamed the valley.”
• What would the reader know at the surface level?
– Who roamed the valley?– Where did the wolves roam?– What did the wolves do?
The Text Base
The underlying meanings that the words refer to.
“A pack of wolves roamed the valley.”
• What are the underlying meanings in the text base?
– Groups of 6–12 large, canine, wild animals– Have a social structure– Wander freely
A Reader’s Goal: Mental Model
p. 24
Goal:Mental Model
Long Term
Memory
Text Base (meaning behind words)
Surface Code(words, sentences)
Working Memory
Three Ways Children Build Word Knowledge
1. Incidental encounters with words, most likely through reading and/or in a “rich-
language” environment2. Direct, planned, explicit teaching of
selected words3. Fostering of word consciousness that
enables students to learn words on their own
Simple View of Reading
Reading is the product of decoding (the ability to read words on a page) and language comprehension
(understanding those words).
Printed Word recognition
Language Comprehension
x
Phoneme Awareness
Phonics
Fluency
Vocabulary
Reading Comprehensio
n
2 domains
5 components
Gough and Tumner, 1986; Cain,p 214
Intervention
filiopietistic Say, echo, listen,
correct, define
and put in
sentence
fil e
Closed Syllable
Open Syllable
FILIOPIETISTIC reverence of forebears or tradition, especially if carried to excess
i o pi tis tic
Open Syllable Open Syllable SchwaClosed Syllable Closed
Syllable
filiopietistic
Latin Roots Filio means brotherly
Piet means piety -istic noun related to a verb- becomes an adjective
FILIOPIETISTIC
filiopietistic The popular historical narratives of the many immigrant groups may indeed be filiopietistic in the exaggerated and often shrilly made claims for their important contributions to the making of the country of their choice. -- Orm Øverland, immigrant Minds, American Identities
In a filiopietistic age it would be difficult to find a more filiopietistic man — toward his own father, the founders, and the past generally — than Edward Everett.
-- Paul A. Varg, Edward Evertt: The Intellectual in the Turmoil of Politics
filiopietistic with your shoulder partner, create a
highly visual sentence using the word filiopietistic
Many of our oldest words, given to English from Anglo-Saxon, have undergone the most changes in meaning
over time.run (Anglo-Saxon)
Multiple Meanings
RUN
175 meanings
to run about in the park.
The horse ran second.
to run in huge shoals.
The car ran along the highway.
The ship ran aground.
This bus runs between New Haven and Hartford.
A rope runs in a pulley. Let the water run before you drink it.
Your work runs from fair to bad. Wax ran down the burning candle.
The ball struck the green and ran seven feet past the hole.
The dyes in this fabric are guaranteed not to run in washing.
How does your new watch run?
Structural Analysis and Word Origin
Latin – and classical Greek – are as vital to beginning vocabulary development as phonics is to reading. Just as phonics helps children figure out what words are, Latin and Greek help them figure out what words mean.
- Joegil Lundquist
centum
HundredCent- one hundredth of a dollarCentury- a set of one hundredCenturion- Roman Military office over 100 menCentimeter- one hundredth of a meterCentennial- a hundred-year celebration or anniversaryPercent- a number of parts in every hundredCentipede- one hundred footed ‘bug’Centigrade- temperature scale with one hundred degrees between freezing and boiling
pathos
logos
a
metron
anti
syn
tele
etic
•PATHETIC•PATHOLOGY•PATHOMETER•APATHY•ANTIPATHY•SYMPATHY•TELEPATHY
NRP…
7 Comprehension Strategies
Comprehension Monitoring Cooperative Learning
Graphic/Semantic organizers Questioning /Answering Questioning the Author
Summarization Mental Imagery
Willingham’s Analysis of the NRPStrategy instruction can be effective.
Strategies that have not been studied thoroughly may still be of some benefit … results are
inconclusive.
Brief instruction may be sufficient; amount of practice needed will vary.
Instruction in strategies is most effective for grades 3 or 4 and beyond.
(Willingham, 2006–07)
p. 73
Multiple Strategies Guided Reading
Reciprocal TeachingCollaborative Strategic Reading
Reciprocal Teaching
Predict Question
Clarify Summarize
3 levels of CSRModeling- ‘think alouds”
Facilitation and coaching
Independent
Simple View of Reading
Reading is the product of decoding (the ability to read words on a page) and language comprehension
(understanding those words).
Printed Word recognition
Language Comprehension
x
Phoneme Awareness
Phonics
Fluency
Vocabulary
Reading Comprehensio
n
2 domains
5 components
Gough and Tumner, 1986; Cain,p 214
Intervention
Reading fluency is not just about reading fast!
p. 8
It is also about accuracy.
Provide direct instruction and feedback
Teach sound/spelling correspondence, high-
utility words and syllabication strategies
and a large core of sight words.
Have students practice reading new or difficult words prior to reading
text
Time students’ reading occasionally
Include oral recitations lessons.
Teach students about “smooshing” the words
together
Explain the return-sweep eye movement
Teach about eye-voice span
Find alternatives to round-robin reading
Teach appropriate phrasing and intonation
Conduct 2-minute drills to under-line or located
a word
Motivate students to read using incentives, charting and rewards.
Provide reader support
Reading aloud simultaneously
with a partner or small group
Echo reading
Readers Theatre
Choral Reading
Paired repeated reading
Books on Tape
Use repeated readings of one text
Child reads passage at instructional level• reading is timed
Teacher provides feedback• word errors• Expression
Child re-reads the same passage • graphs the progress