View
222
Download
0
Category
Preview:
Citation preview
60 CHILDREN BETWEEN THE AGES OF 8 AND 10
RECEIVING SPECIAL EDUCATION SERVICES FOR AN AVERAGE OF 16 MONTHS
RECEIVED 67.5 HOURS OF ONE-ON-ONE INSTRUCTION, 2 HOURS PER DAY FOR 8 WEEKS
PROGRESS WAS FOLLOWED FOR TWO YEARS AFTER INTERVENTION
One study conducted in Florida during the mid 1990’s…
P-Pretest Pre Post 1 year 2 year
75
80
85
90
95
LIPS
EP
Growth in Total Reading Skill Before, During, and Following Intensive Intervention
Stan
dard
Sco
re
FLORIDA CENTER FOR READING RESEARCH (fcrr.org)
Children enter school with widely discrepant
language/literacy experiences...
• Literacy: 10,000 hours of exposure to print versus 10
• Language: 2,153 words versus 616 words heard per hour
• Confidence Building: 32 affirmations/5 prohibitions per hour versus 5 affirmations/11
prohibitions per hour
Consequences of getting off to a slow start in reading…
First Grade:Average number of words read per reading session
Biemiller, 1977-78
Fifth Grade Reading Practice…
• A student at the 10th percentile reads about 60,000 words per year
• A student at the 50th percentile reads about 900,000 words per year
• Average students receive about 15 times as much reading practice per year
12
Diagnosing Specific Learning Disabilities:
• cognitive and achievement tests
• substantial gap between higher IQ and lower achievement scores
‘severe discrepancy’ = Specific Learning Disability (SLD)
“Test-Score Discrepancy Model”
AND ANOTHER BIG PROBLEM…
Slow Learners who don’t exhibit a severe discrepancy
but need lots of extra help and can’t get it
(a.k.a., “DROP OUTS”)
Up to half of the students identified as Learning Disabled in
Reading really aren’t disabled. They started out behind and
couldn’t catch up.
Ineligible for SPED
What we end up with…
Why is Progress Monitoring Important?
How do we know if a student is making adequate progress?
(In other words…1.How well are they doing now?2.How well should they be doing?3.Are they making progress toward that goal?)
?
We can’t help them reach their goal if we
don’t monitor progress and “fine tune” our
intervention.
The RTI team must meet on a regular basis to
make the intervention process effective. RTI team meets,
reviews progress, and modifies intervention
Recommended