WEBVTT 00:00:10.100 --> 00:00:13.500 A reading intervention program is part of an overall 00:00:13.500 --> 00:00:19.500 reading program in any given school. So, the core of 00:00:19.700 --> 00:00:24.800 all reading instruction in an elementary school is the 00:00:24.800 --> 00:00:27.800 core reading program. So that is the reading program 00:00:27.800 --> 00:00:31.000 that all the students in any classroom get, kindergarten 00:00:31.000 --> 00:00:33.000 through sixth grade. 00:00:33.000 --> 00:00:36.400 Now, what we've learned is that not all students will 00:00:36.400 --> 00:00:40.400 make the kinds of gains that they need, just with that 00:00:40.400 --> 00:00:43.600 core reading program. Those students that can't make 00:00:43.600 --> 00:00:47.000 gains need additional instruction, and that additional 00:00:47.000 --> 00:00:49.700 instruction is provided by a reading intervention. 00:00:49.700 --> 00:00:53.900 This is additional supplemental instruction to the core. 00:00:53.900 --> 00:00:58.700 How it differs from the core is that it is more systematic, 00:00:58.700 --> 00:01:02.300 it is more explicit, it's usually provided in smaller 00:01:02.300 --> 00:01:05.099 group sizes. So, instead of being provided to the 00:01:05.099 --> 00:01:07.500 whole class, it might be provided to a small group 00:01:07.500 --> 00:01:10.900 of children, say, three to five children at a time. 00:01:10.900 --> 00:01:13.800 It really focuses on those elements of reading that we 00:01:13.800 --> 00:01:18.900 know are critical for acquiring reading skills. And so, 00:01:18.900 --> 00:01:22.000 it is not as broad, maybe, as the core reading program. 00:01:22.000 --> 00:01:24.000 It is more focused. 00:01:24.000 --> 00:01:27.200 We know from the research that effective interventions have 00:01:27.200 --> 00:01:30.700 several components. One of the first things to think 00:01:30.700 --> 00:01:35.800 about is the content. The content is going to vary a 00:01:35.800 --> 00:01:39.600 little by the age of the children. But, in general, 00:01:39.600 --> 00:01:42.400 we want to make sure that we are including all five of 00:01:42.400 --> 00:01:47.600 the main components of reading: phonemic awareness, phonics, 00:01:47.600 --> 00:01:52.200 fluency building, vocabulary development, and comprehension... 00:01:52.200 --> 00:01:54.100 the development of comprehension skills. 00:01:54.100 --> 00:01:58.400 The phonemic awareness is the one that will fall off early on 00:01:58.400 --> 00:02:01.500 because it's a very early skill, as with phonics, students will 00:02:01.500 --> 00:02:07.500 soon acquire those skills. We know that interventions that are 00:02:07.900 --> 00:02:11.700 comprehensive in the sense that they cover or include all 00:02:11.700 --> 00:02:15.200 five components are more effective than those interventions 00:02:15.200 --> 00:02:19.100 that focus on only one or two. Having a comprehensive 00:02:19.100 --> 00:02:23.800 intervention would be one of the factors to consider. 00:02:23.800 --> 00:02:27.100 The second thing to consider, once students have been 00:02:27.100 --> 00:02:31.000 identified for an intervention, is to think about how 00:02:31.000 --> 00:02:33.800 you're going to group them. We know again from the research 00:02:33.800 --> 00:02:37.200 that the most effective groups for this kind of intervention 00:02:37.200 --> 00:02:40.500 are groups of one adult, a teacher interventionist, 00:02:40.500 --> 00:02:45.500 with three to five children; and that the best way to group 00:02:45.500 --> 00:02:49.500 those children is by skill level. So if you have 00:02:49.500 --> 00:02:52.300 situations where you have both English language learners 00:02:52.300 --> 00:02:56.200 and English monolingual speakers, the variable or factor 00:02:56.200 --> 00:02:59.600 you want to use to group students is their skill level 00:02:59.600 --> 00:03:04.000 on these measures that you have used to determine who needs 00:03:04.000 --> 00:03:07.600 additional instruction, rather than separating English 00:03:07.600 --> 00:03:10.800 language learners from English monolingual learners. 00:03:10.800 --> 00:03:14.400 The other reason that is good practice is that we have 00:03:14.400 --> 00:03:17.700 learned from previous studies that the English language 00:03:17.700 --> 00:03:21.600 learners actually benefit from having peers that serve as 00:03:21.600 --> 00:03:27.200 language models in these interventions. Again, the reason 00:03:27.200 --> 00:03:31.900 to focus on skill, rather than language, is that the 00:03:31.900 --> 00:03:34.200 intervention will be much more effective if the kids are 00:03:34.200 --> 00:03:37.500 homogeneous in terms of skill so that the teacher can really 00:03:37.500 --> 00:03:42.000 target the instructional components. 00:03:42.000 --> 00:03:44.700 In thinking about how much time to allocate to reading 00:03:44.700 --> 00:03:49.000 interventions, there are three factors that you need to 00:03:49.000 --> 00:03:53.900 consider. One is how often a week. 00:03:53.900 --> 00:03:58.900 Daily is the most effective. 00:03:58.900 --> 00:04:03.300 How much time per day will vary by the age of 00:04:03.300 --> 00:04:05.900 the student. So the younger the student, the less time. 00:04:05.900 --> 00:04:09.000 For example, 15-20 minutes for kindergarteners, up to 50 00:04:09.000 --> 00:04:12.000 minutes for second or third graders, and first graders 00:04:12.000 --> 00:04:16.200 about 30 minutes. Finally, how much duration for the 00:04:16.200 --> 00:04:18.700 intervention: how long to give it over a semester or 00:04:18.700 --> 00:04:22.800 over a year. The answer to that is eight to ten weeks 00:04:22.800 --> 00:04:28.200 in terms of duration, and at that point, you would want 00:04:28.200 --> 00:04:30.800 to assess the students again to determine whether or not 00:04:30.800 --> 00:04:33.900 they still need intervention. 00:04:33.900 --> 00:04:37.600 Any staff at the school that is trained to provide reading 00:04:37.600 --> 00:04:42.200 interventions can provide intervention to English language 00:04:42.200 --> 00:04:46.100 learners. In thinking about reading interventions, the key 00:04:46.100 --> 00:04:50.000 is that the person providing it, the interventionist, 00:04:50.000 --> 00:04:53.500 the tutor, whoever it is that's providing it, is well versed 00:04:53.500 --> 00:04:58.100 in reading instruction. The kinds of scaffolds that English 00:04:58.100 --> 00:05:03.400 language learners need can be easily incorporated by anybody 00:05:03.400 --> 00:05:08.200 that is trained in providing an intervention. In fact, many 00:05:08.200 --> 00:05:12.300 of those scaffolds, such as the modeling and the explicit 00:05:12.300 --> 00:05:18.300 language, are usually part of any well-designed intervention.