Group Intervention
Strategies for the
Development of Reading
Foundations
Mary Beth Hetherton, M.S. CCC-SLP
Melissa Caron Ghiringhelli, M.S. CCC-SLP
November 2008
MGH Revere / Chelsea
Reading For Meaning Groups Participants
• Students
• Skills
• Participation Requirements
MGH Revere / Chelsea
Reading For Meaning Groups
-Duration
• 60 minute weekly sessions
• Fall session runs September –
December
• Winter/Spring session runs January –
June
• Summer session runs July - August
MGH Revere / Chelsea
Reading For Meaning Groups
- Structure
• No more than 7 members per group.
• Conducted by: two certified speech-language
pathologists who specialize in written language.
• At least one graduate student from a local SLP
graduate program participates in each session.
MGH Revere / Chelsea
Reading For Meaning Groups
-Content
• Lesson plans include activities
based on a decodable text.
– The Fat Cat Sat On The Mat
by: Nurit Karlin
5 Components of Reading
•
•
•
•
•
1.
2.
3.
4.
5.
Phonological Awareness
Phonics
Reading Fluency
Vocabulary
Reading Comprehension
– National Reading Panel (2001)
Phonological Awareness
• Awareness of the sound structure of
oral language at the word, syllable,
and sound level.
• Ability to manipulate sounds.
• Phonemic Awareness is a type of
Phonological Awareness.
– National Reading Panel (2001)
Progression of Difficulty for
Phonological Awareness Activities
• Easiest Æ Most Difficult
• WordsÆ SyllablesÆ Individual Sounds
(initial position → final position → medial
position).
• Level of individual sounds = Phonemic
Awareness
Phonological Awareness
Activities
• Phonological awareness skills include:
– Rhyming
– Counting syllables and phonemes (syllables and
sounds in words)
– Segmenting phonemes
– Deleting phonemes in the beginning of words
– Recognizing beginning, middle, and ending
phonemes
Phonological Awareness
Activity - Rhyming
Discrimination:
Clinician reads pairs of words aloud to
student.
•
–
–
The student echoes the words and
determines if they rhyme
fat/cat
big/bat
Phonological Awareness
Activity - Rhyming
Discrimination:
Clinician reads pairs of words aloud to
student.
•
–
–
The student echoes the words and
determines if they rhyme
fat/cat
big/bat
Phonological Awareness
Activity - Rhyming
Generation:
Clinician says a word aloud.
• The student echoes the word and
provides a rhyming word.
– Fish
– Zoom
Phonological Awareness
Activity - Rhyming
Generation:
Clinician says a word aloud.
• The student echoes the word and
names rhyming word.
– Fish
– Zoom
Phonological Awareness
Activity - Rhyming
Discrimination in Context:
• Clinician reads page from story
• Students are asked to identify the
rhyming word pairs on the page
• If too difficult Æ clinician provides one
rhyming word (of the pair) and the student
is then only required to identify the other.
Phonological Awareness
Activity - Counting
Syllables in Words
• Clinician presents a
single syllable or
multi-syllabic word
from the story
• Students count
syllables using their
arm as a visual and
kinesthetic cue
•
•
•
•
Wrist = 1
Elbow = 2
Shoulder = 3
Head = 4
The Fat Cat Sat On The
Mat
by: Nurit Karlin
• Wilma
Wil --- Ma = 2
• Cat
Cat
= 1
Rat
= 1
• Rat
Phonological Awareness
Activity - Syllable Deletion
Omitting syllables:
• Clinician reads a word aloud. Student
echoes the word. Clinician instructs
student to leave off a part of the word
(underlined syllable). The student
pronounces the part that is left.
Teacher: “goodness”
Student: “goodness”
Teacher: “Now say goodness without saying ‘ness’.”
Student: “good”
Phonological Awareness Activity –
Segmenting/ Identification of
Initial, Medial and Final Sounds
• Clinician presents a single syllable word
verbally.
• Student is instructed to identify the
sound they hear in the initial, medial, or
final word position.
– E.g. “Mat. What is the first sound you hear in the word
mat?”
Phonological Awareness
Activity - Sound Deletion
Omitting sounds:
• Clinician reads a word aloud. Student
echoes the word. Clinician instructs
student to leave off a single sound. The
student pronounces the part of the word
that is left.
Teacher: “witch”
Student: “witch”
Teacher: “Now say witch without saying ‘/w/’.”
Student: “itch”
5 Components of Reading
•
•
•
•
•
1.
2.
3.
4.
5.
Phonological Awareness
Phonics
Reading Fluency
Vocabulary
Reading Comprehension
– National Reading Panel (2001)
Phonics
• Systematic phonics – “an organized method
of teaching children how letters relate to
sounds” (Shaywitz, 2003 p. 200).
• Children learn how to convert letters to
specific sounds and then how to blend the
sounds together to read a word.
• Children learn rules and exceptions to
rules for reading and spelling.
Explicit Instruction of
Phonics
• Hierarchy of Phoneme-Grapheme
Correspondences
• Select letters and sounds are introduced
each week.
• Each student generates an index card
depicting the new feature/grapheme & a
picture of a keyword.
Phonics Activity Phonogram Cards
O
Phonics Activity- Phonogram
Cards
• Phonogram cards are compiled on a
ring
• Cards (letter name, keyword, letter
sound) are reviewed at the start of
each session.
• Students take cards home each week
for nightly practice.
Video: Phonogram Cards
Video: Phonogram Cards
Phonics Activity-Decoding
using Letter Tiles
• Students use letter tiles (familiar
phonograms) to manipulate sounds in
words and develop segmenting and
blending skills for decoding.
Video: Decoding with
Letter Tiles
Phonics Activity Encoding
• What Says
• SOS (Simultaneous Oral Spelling)
Video: Encoding Sounds
Video: Encoding Words
Video: Encoding Words
5 Components of Reading
•
•
•
•
•
1.
2.
3.
4.
5.
Phonological Awareness
Phonics
Reading Fluency
Vocabulary
Reading Comprehension
– National Reading Panel (2001)
Reading Fluency
• “The ability to read connected text
rapidly, smoothly, effortlessly, and
automatically with little conscious
attention to the mechanics of
reading, such as decoding”.
– Meyer & Felton (1999)
Reading Fluency Activity
• Discuss concepts/themes prior to
beginning reading
• Activates prior knowledge
• Facilitates predictions of upcoming
text.
Reading Fluency Activity
• Discuss various punctuation marks
utilized in text excerpts and impact
on intonation while reading.
– E.g.
period = intonation falls
question mark = intonation rises
exclamation point = increased emphasis
Reading Fluency Activity
• Provide oral reading models to
exemplify inflection while
reading.
Reading Fluency Activity
• Chunking and scooping - implemented
during repeat readings to develop
appropriate pausing and intonation
when reading aloud.
• Sentences are broken down into
short phrases, and are color coded
according to punctuation.
Reading Fluency Activity
Chunking and Scooping (cont.)
• Color-coding
– “end” punctuation marks (periods, question
mark, etc.) are circled in red to indicate STOP.
– commas are circled in yellow to indicate pause
or slow down.
– the words in between the beginning and end of
the phrase are scooped in green to indicate “go
ahead” or smooth reading.
Reading Fluency Activity
One night when Wilma was out the fat cat got out of the vat.
One night,
when Wilma was out,
the fat cat
got out of the vat.
Reading Fluency Activity
• Repeat oral readings of text
selections that can be decoded with
90-95% accuracy to promote
increased speed while maintaining
accuracy.
5 Components of Reading
•
•
•
•
•
1.
2.
3.
4.
5.
Phonological Awareness
Phonics
Reading Fluency
Vocabulary
Reading Comprehension
– National Reading Panel (2001)
Vocabulary
• A component of underlying oral
language that is essential for reading
comprehension.
Vocabulary
How to choose vocabulary words:
• Primarily target “Tier 2” vocabulary
words
– Words that students have likely heard
before
– Words that appear frequently in text.
Isabel Beck (2002)
Vocabulary Activities
• Previewing unknown words
• Discussing words in context of book
• Provide meaningful
connections/semantic relations
• Identifying synonyms/antonyms
• Discussing multiple meanings and
figurative expressions
5 Components of Reading
•
•
•
•
•
1.
2.
3.
4.
5.
Phonological Awareness
Phonics
Reading Fluency
Vocabulary
Reading Comprehension
– National Reading Panel (2001)
Reading Comprehension
• Is an active process that involves intentional
thinking while we read.
• Is more than just decoding words on a page.
• Is an interaction between the reader and the
text.
• Occurs as we read — it’s what reading is all about!
– Harris & Hodges, (1995)
•
•
•
•
•
•
Reading Comprehension
Foundations
Concepts of Print
Story Structure
Vocabulary
Picture Walk
Predictions
Activating Prior Knowledge
– National Reading Panel (2001)
Comprehension Activity Concepts of Print
•
•
•
•
Title
Author
Dedication
Chapters: Predict what happens..? (if
included in novel)
Comprehension Activity Story Structure
• Story Grammar Marker®
Characters
Setting
Kick off Event
Comprehension Activity Story Structure…
Continued
Feelings
Plan
Steps
1.
2.
Comprehension Activity Story Structure… Continued
Resolution
Feelings
Comprehension Activity Picture Walk
to Activate Knowledge
• Clinician instructs students: Before
we read a story it is helpful to look
at the pictures and guess what the
story is about.
• Clinician slowly turns the pages of
the story prompting children to think
about what could be happening.
Video: Picture Walk
Comprehension Activity –
Making Predictions
• Be a detective
• Make a “guess” – What’s going to happen?
Video: Making
Predictions
Comprehension Activity Activating Prior Knowledge
• Provide questions to encourage
thinking about the topic of the novel
• Relate to personal experiences
E.g.
– Has anyone ever done something to
bother you?
– How did you get them to stop?
Comprehension /Vocabulary
Activity – Treasure Hunt
• Student treasure hunts for specified
words and highlights in text.
• Explicit vocabulary – e.g. vat
• Multiple meanings - e.g. bat
• Figurative Expressions - e.g. “big deal”
Treasure Hunt
Comprehension /
Vocabulary Activity • Attempt to define word.
E.g. Vat
• Use context!
(by reading it in the sentence
and by referencing the pictures for clues)
“The cat, who is fat, just lies in the
vat and stares at the rat”.
Comprehension /
Vocabulary Activity -
One night, when Wilma was out, the fat cat got out of the
vat. He went, pit-a-pat, and sat on the mat.
Comprehension /
Vocabulary Activity • If still unable to
define - give
example
in everyday life
e.g. a vat of chocolate
Comprehension /
Vocabulary Activity • If still unable/unknown, clinician
attempts to elicit a synonym to
establish a connection that is
common in everyday life.
e.g. A tub of chocolate
Comprehension / Vocabulary
Activity – Multiple
Meanings of “Bat”
Comprehension Activity –
Figurative Expression
“Big Deal"
Comprehension Activity Questions• Ask questions after every page.
• Ask questions at the end of the story.
• Reinforce strategy of looking back!
5 Components of Reading
•
•
•
•
•
1.
2.
3.
4.
5.
Phonological Awareness
Phonics
Reading Fluency
Vocabulary
Reading Comprehension
– National Reading Panel (2001)
Pre-Test / Post-Test
Data
• Initial stages of data collection.
• Utilize pre-test / post–test data to
monitor ongoing progress and to ultimately
update treatment goals.
• Informal and formal measures:
–
–
–
–
Phonological Awareness
Phonics
Decoding
Reading Comprehension
Phonological Awareness Data:
Rosner Test of Auditory
Analysis Skills (TAAS)
13
Grade 3
12
11
10
10
10
# Correct
9
Grade 2
8
8
7
7
6
6
Grade 1
6
5
4
3
3
2
Kindergarten
1
1
0
Mary
Genevieve
Monica
Alex
ROSNER-PRE
ROSNER-POST
Phonics Data: Informal Inventory
of Sound-Symbol Knowledge
100
Letter Id - Pre
Letter Id - Post
Sound Id - Pre
80
60
40
Sound Id - Post
20
Al
ex
a
Sa
nd
r
a
ic
M
on
G
en
ev
ie
y
ve
0
M
ar
Percent Correct (%)
120
Reading Data: Test of Word
Reading Efficiency (TOWRE)Sight Word Reading
120
Standard Scores
110
100
97
95
90
91
87
80
TOWRE-S Post
84 84
86
78
70
60
Maria
Christine
TOWRE-S Pre
Jose
Learsi
Decoding Data: Test of Word
Reading Efficiency (TOWRE) Phonemic Decoding Efficiency
120
Standard Scores
110
100
97
TOWRE-P Pre
90
80
91 91
85
82
76
73
70
65
60
Maria
Christine
Jose
Learsi
TOWRE-P Post
Decoding Data: Test of Word
Reading Efficiency (TOWRE) Total Word Reading Efficiency
120
Standard Scores
110
100
TOWRE-T Pre
95
90
93
86
86
80
81
76
70
71
69
60
Maria
Christine
Jose
Learsi
TOWRE-T Post
Reading Comprehension Data:
Test of Reading Comprehension -3
(TORC-3) Paragraph Reading
12
10
8
TORC-3 Paragraph
Reading Pre-Test
TORC-3 Paragraph
Reading Post-Test
6
4
2
0
Christine
Maria
Monica
Richie
Standard Score
Christian
Jose
Unanswered Questions
Our appreciation
To all the patients and families who
attend the “Reading For Meaning”
groups, thank you!.
Contact Information
Please feel free to contact us with any
questions, thoughts, or suggestions:
• Mary Beth Hetherton, M.S. CCC-SLP
[email protected]
• Melissa Caron Ghiringhelli, M.S. CCC-SLP
[email protected]