Developing Effective Literacy Intervention Strategies: Emerging Research and Opportunities (Advances in Early Childhood and K-12 Education)

22 Pages·2017·1.217 MB·English

by  Cheryl A. Slattery

Developing Effective
Literacy Intervention
Strategies:
Emerging Research and
Opportunities
Cheryl A. Slattery
Shippensburg University, USA
[email protected]
BUTUH LENGKAP HUB
A volume in the Advances in Early
Childhood and K-12 Education
(AECKE) Book Series
Published in the United States of America by
IGI Global
Information Science Reference (an imprint of IGI Global)
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Hershey PA, USA 17033
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Library of Congress Cataloging-in-Publication Data
Names: Slattery, Cheryl A., 1964- author.
Title: Developing effective literacy intervention strategies : emerging
research and opportunities / by Cheryl A. Slattery.
Description: Hershey, PA : Information Science Reference, 2018.
Identifiers: LCCN 2017035441| ISBN 9781522550075 (hardcover) | ISBN
9781522550082 (ebook)
Subjects: LCSH: Reading--Remedial teaching--United States. | Reading.
Classification: LCC LB1050.5 .S48 2018 | DDC 372.43--dc23 LC record available at https://lccn.
loc.gov/2017035441

This book is published in the IGI Global book series Advances in Early Childhood and K-12
Education (AECKE) (ISSN: 2329-5929; eISSN: 2329-5937)
British Cataloguing in Publication Data
A Cataloguing in Publication record for this book is available from the British Library.
All work contributed to this book is new, previously-unpublished material.
The views expressed in this book are those of the authors, but not necessarily of the publisher.
For electronic access to this publication, please contact: [email protected].
Advances in Early
Childhood and K-12
Education (AECKE) Book
Series
ISSN:2329-5929
EISSN:2329-5937
Editor-in-Chief: Jared Keengwe, University of North Dakota, USA
Mission
Early childhood and K-12 education is always evolving as new methods
and tools are developed through which to shape the minds of today’s youth.
Globally, educational approaches vary allowing for new discussions on the
best methods to not only educate, but also measure and analyze the learning
process as well as an individual’s intellectual development. New research in
these fields is necessary to improve the current state of education and ensure
that future generations are presented with quality learning opportunities.
The Advances in Early Childhood and K-12 Education (AECKE)
series aims to present the latest research on trends, pedagogies, tools, and
methodologies regarding all facets of early childhood and K-12 education.
Coverage
• Diverse Learners
IGI Global is currently accepting
• Urban K-12 Education
manuscripts for publication within this
• Head Start and Pre-K Programs series. To submit a proposal for a volume in
• K-12 Education this series, please contact our Acquisition
• Performance Assessment Editors at [email protected] or
• Poverty and Education visit: http://www.igi-global.com/publish/.
• Literacy Development
• STEM Education
• Pedagogy
• Early Childhood Education
The Advances in Early Childhood and K-12 Education (AECKE) Book Series (ISSN 2329-5929) is published by
IGI Global, 701 E. Chocolate Avenue, Hershey, PA 17033-1240, USA, www.igi-global.com. This series is composed of
titles available for purchase individually; each title is edited to be contextually exclusive from any other title within the
series. For pricing and ordering information please visit http://www.igi-global.com/book-series/advances-early-childhood-
education/76699. Postmaster: Send all address changes to above address. Copyright © 2018 IGI Global. All rights, includ-
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retrieval systems – without written permission from the publisher, except for non commercial, educational use, including
classroom teaching purposes. The views expressed in this series are those of the authors, but not necessarily of IGI Global.
Titles in this Series
For a list of additional titles in this series, please visit:
http://www.igi-global.com/book-series/advances-early-childhood-education/76699
Developing Effective Literacy Intervention Strategies Emerging Research and Opportunities
Cheryl A. Slattery (Shippensburg University, USA)
Information Science Reference • ©2018 • 100pp • H/C (ISBN: 9781522550075) • US $125.00
Instructional Strategies in General Education and Putting the Individuals With Disabilities
Act (IDEA) Ino Practice
Pam L. Epler (Grand Canyon University, USA)
Information Science Reference • ©2018 • 344pp • H/C (ISBN: 9781522531111) • US $175.00
Teaching Computational Thinking in Primary Education
Huseyin Ozcinar (Pamukkale University, Turkey) Gary Wong (University of Hong Kong,
China) and H. Tugba Ozturk (Ankara University, Turkey)
Information Science Reference • ©2018 • 337pp • H/C (ISBN: 9781522532002) • US $225.00
Handbook of Research on Pedagogies and Cultural Considerations for Young English
Language Learners
Grace Onchwari (University of North Dakota, USA) and Jared Keengwe (University of
North Dakota, USA)
Information Science Reference • ©2018 • 491pp • H/C (ISBN: 9781522539551) • US $225.00
Digital Initiatives for Literacy Development in Elementary Classrooms Emerging Research
and Opportunities
Sally Ann Brown (Georgia Southern University, USA)
Information Science Reference • ©2018 • 181pp • H/C (ISBN: 9781522532125) • US $175.00
Managing Self-Directed Learning in Primary School Education Emerging Research
and Opportunities
Penny Van Deur (Flinders University, Australia)
Information Science Reference • ©2018 • 147pp • H/C (ISBN: 9781522526131) • US $130.00
For an entire list of titles in this series, please visit:
http://www.igi-global.com/book-series/advances-early-childhood-education/76699
701 East Chocolate Avenue, Hershey, PA 17033, USA
Tel: [phone] x100 • Fax: [phone]
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This book is dedicated to my children – Sinea, Devon, Quinn, and Larkin
– whose unconditional love and support will never go unnoticed and will
always be treasured.
Table of Contents
Preface..................................................................................................................vii
Acknowledgment.................................................................................................xii
Chapter 1
The.Reading.Process.and.the.Struggling.Reader:.A.Quick.Look...........................1
Chapter 2
Visiting.the.Zone.of.Proximal.Development:.Are.You.In.or.Are.You.Out?........27
Chapter 3
Literacy.Intervention.and.the.Differentiated.Plan.of.Instruction..........................41
Chapter 4
A.Balanced.Framework.for.Instruction:.Concepts.of.Print,.Phonemic.
Awareness,.Phonics,.Fluency,.Vocabulary,.Comprehension,.and.Writing...........63
Chapter 5
Efficiency.and.Effectiveness.of.Intervention.Time...............................................82
Chapter 6
Discussions.of.Literacy.Intervention.Experiences:.Case.Studies.of.Struggling.
Readers................................................................................................................104
Related Readings...............................................................................................123
About the Author..............................................................................................143
Index...................................................................................................................144
vii
Preface
I worked in inner-city Allentown, Pennsylvania, as a children-and-youth
case worker, where I came to believe that literacy intervention for children,
from their earliest cognitive ability to read, was instrumental in academic
development. At that time, I became involved in a wide range of programs
that helped to illustrate for me the connection between early reading success
and emotional, social, and behavioral growth, leading me to the decision to
become a teacher. Since the inception of my teaching career in the late 1980s,
the quest for what works in teaching children how to read has never ended.
Understanding the learning process and matching it to the teaching process
has consistently been part of the narrative of my career. Studies reveal that
early reading intervention leads to faster academic growth and improved
mastery of academic subjects. Reading is vital to success in life. Simply
stated, it opens the door to virtually all other learning. You must be able to
read to learn, and to succeed. Unfortunately, poor literacy can lead to a life
of struggles. My expertise in teaching literacy is grounded in a multitude of
years of experience with intervention techniques, to create proficient readers
and writers, and to improve chances of a successful life for all children.
Over the years, historic legislation has reflected the effort to get children
to reading proficiency, beginning with Why Johnny Can’t Read, and traceable
to Arne Duncan’s Race to the Top. We have tried to look at data and past
practices, and decide on the best way to teach children how to read. I wanted
to explore the journey of determining the best way of teaching them, and to
share my experiences. This has long been an evolving dialogue. Reflection
on milestones, from the skill and drill of McGuffy’s Eclectic Primer in
1836, to the debut of the look-say method of Dick and Jane in 1930, tells us
that finding the best approach is not a new conversation. I was interested in
illuminating the path of philosophical and pedagogical approaches to teaching
reading, which have varied and continue to vary, but which contain some
Preface
common ground as well. First stated by Slavin (1989), a pendulum of reading
instruction swings back and forth in cycles of wanting results, adopting and
implementing something new, becoming disillusioned and abandoning that
until something newer appears. We have observed the pendulum swinging,
as well as the paradigm shifting, with some major permanent changes in
practices.
Throughout the time I have studied to become a professional in the field of
education, I have continued to find myself asking, “Who am I as a teacher?”
Three decades later, this question has yet to be completely answered, because
I am always learning new things about myself as an educator every day. My
learning never ends. My goal as a teacher has always been to prepare and
teach children the essentials of becoming successful adults in our society and,
in turn, to keep learning from the children how to become a more successful
teacher of literacy.
The current literacy structure that I teach is the balanced literacy framework,
using many variations on models available on the market, and rejecting a
one-size-fits-all approach. As preservice and inservice teachers at all levels of
experience come into and go out of my classroom each day, my goal always
has been to find a way to develop habits—good habits, daily habits—of
reading and writing, in order to build lifelong independent readers and writers.
While doing this, I believe it is important to attend to the needs of all
children, while teaching them in a way that is effective, engaging, and
developmentally appropriate. We are shaping the future minds of our nation.
It takes motivation, energy, care, optimism, creativity, and intuition to achieve
such an outcome. Children deserve high-quality, effective literacy instruction,
including intervention when needed, to build the foundation upon which all
other learning will occur. In writing this book, I hoped to encapsulate how
that can happen.
This book, Developing Effective Literacy Intervention Strategies:
Emerging Research and Opportunities, is designed to highlight the journey
of opportunities toward becoming a successful reader.
Chapter 1, “The Reading Process and the Struggling Reader: A Quick
Look,” defines the reading process, as well as the struggling reader, whose
ability to interact with the text to gain meaning is hindered by difficulties in
the use of skills and strategies, making it difficult to independently and flexibly
adapt to varying reading situations. When reading is done superficially, it
lacks the ability to be a tool for thinking and learning. Unfortunately, it can,
lead to giving up on reading and finding other, possibly limited, resources
viii
Preface
that convey information without having to be read. Neuroscientific research
reveals that proficient readers activate prior knowledge, use strategies both
independently and flexibly, and adapt to varying reading situations. The
reading experience can be effective if the relationship between the printed
word and the reader is grounded in the reader’s language development,
background knowledge, interest in the topic, past experiences with printed
words, and what he intends to gain from the experience.
Chapter 2, “Visiting the Zone of Proximal Development: Are You In
or Are You Out?” visits Lev S. Vygotsky, who introduced us to a view of
learning and development, and how they are interconnected, which has
supported our understanding of how children learn new things. This view
has been the foundation for a tool used to this day for teaching—the Zone
of Proximal Development (ZPD)—the view of the traditional approach to
literacy instruction, designed to support emerging as well as struggling
readers. I describe the gulf between those tasks that children have mastered
in their literacy development, and new tasks to be introduced with scaffolded
support; and reference the observation of children’s reading behaviors during
instruction, identifying interactions that suggest behaviors requiring attention
to being solidly in the child’s ZPD. The chapter concludes with a discussion
of the connection between research and instructional practices.
Chapter 3, “Literacy Intervention and the Differentiated Plan of Instruction,”
highlights how teachers are trained to make the best decisions for the individual
success of each student. With consistent demand for the best education and
resultant success for all students, it has become evident that not all students
grasp the skills and strategies that can be used successfully across various
reading situations, calling for intervention. Intervention is not the type of
conversation you want to have incidentally; it needs to be crafted purposefully.
Through the analysis of modern discussion about reading interventions, I define
intervention, including past and current legislation, and focus on identifying
children who are in need of additional instruction. This involves the path of
legislation that includes Title I and Response to Instruction (RtI). Additionally,
I explain the role intervention plays in the reading process, and elaborate on
why it is essential to strengthen intervention techniques and opportunities.
Chapter 4, “A Balanced Framework for Instruction: Concepts of Print,
Phonemic Awareness, Phonics, Fluency, Vocabulary, Comprehension, and
Writing,” begins with the premise that literacy educators must prepare for
varying curricula, be aware of quality effectiveness and research base, and
demonstrate knowledge of instructional techniques. They must seek evidence-
ix