Session 5: Research-based Interventions to Promote Fluency and Oral Language

Research-based Interventions to Promote Fluency and Oral Language

• Share fluency research-based interventions.
• Share oral language research-based interventions.
• Discuss methods and strategies to intensify fluency and oral language interventions.

Materials

• Castle, A., Rastle, K., & Nation, K.  (2018).  Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in Public Interest, 19, 5-51.
• PowerPoint Slides Competency 4 Session 5: Research-based Interventions to Promote Fluency and Oral Language
• National Center for Intensive Intervention Handouts
  • Planning Standards Aligned Instruction within a Multi-Tiered System of Supports: Fluency
  • Fluency Lesson: Letter Sound Identification (Snap)

Define Session Goals

• Define oral reading fluency.
• Identify effective methods to advance oral reading fluency.
• Identify methods for differentiating oral reading fluency instruction that include increasing intensity of instruction.
• Explain how to monitor oral language fluency progress.
• Define oral language.
• Explain how shared reading can be used to promote oral language skills.
• Identify methods for building the oral language skills of English language learners (ELLs).
• Identify methods to support learners with limited speech in shared reading interventions.
• Identify tools to monitor oral language progress.

Cracking the Code: Research-Based Practices in Oral Reading Fluency

• Define reading fluency (slides 4-5).
• Identify strategies shown to support oral reading fluency.
  • Modeling fluent reading, repeated readings, repeated timed readings, goal setting with feedback.
  • Emphasize practicing and opportunities to practice reading aloud with feedback.
  • Explain that oral reading fluency instruction should be with text that the learner can read accurately (95% accuracy) to avoid frustration.
• Example of Fluency Instruction
  • Click on the embedded video link on slide 6.
  • Show the Peer Assisted Learning in Action video on the PALS IRIS module.
    • Ask, is this explicit instruction?
    • Ask, what feedback is provided?
    • Ask, how does this strategy address fluency? (What strategies do you see?)
• Another example of fluency instruction.
  • Define repeated reading on slide 7.
  • Click on the video link on slide 7.
  • Show the Institute of Education Sciences video 34: Repeated Reading.
    • Ask participants what they notice?
    • Ask participants if this is explicit instruction and why?
    • Ask how the teacher delivers feedback?
      • What do they notice about the feedback?
      • How did the child respond?
• Explain how goal setting can be used to increase motivation while targeting fluency (slide 9).

Intensifying Fluency Interventions

• Share handouts from the National Center on Intensive Intervention.
  • Example of planning to differentiate core instruction at tier 1, tier 3 and for students on alternate standards (slides 10).
  • Share the sample lesson plan (slide 11).
  • Ask people to discuss the questions on the slide and role play the sample script and procedures in groups of 3-4.
    • What is the target skill?
    • What makes this lesson explicit?
    • What example do you see related to transfer of the skill?
    • How could you make this more or less intensive based on learner need?
• Share additional considerations for intensifying fluency interventions (slide 12).
  • Ask participants for their ideas.

Monitoring Fluency Progress

• Review progress mentoring oral reading fluency measures (slide 13).
  • Refer back to competency 3.
  • Ask participants how they measure oral reading fluency.
  • Share that for ELLs oral reading fluency measures are only helpful when students are reading at the sentence level.
  • Review sample rubrics (slide 14 & 15). Explain that these also address prosody.

Research-Based Practices to Enhance Oral Language

• Review oral language skills that influence reading (slide 17).
• Discuss the use of shared reading to promote oral language skills (slide 18-26).
  • Emphasize the importance of making shared reading an interactive rather than passive activity.
  • Share DR as an example of an interactive shared reading strategy (slide 20-24).
  • Share an example video of DR.
    • Click on the embedded video link.
    • Click video link 6.8 Reading the Book Carrot Soup.
    • Ask participants to watch what the teacher is doing and think about connections to oral language.
    • After the video, ask the questions on the slide.
      • How is oral language addressed?
      • What is the teacher doing to promote oral language?
        • Share examples of building vocabulary knowledge, listening comprehension and understanding discourse.
  • Share the importance of creating opportunities to make inferences during shared reading (slide 26)

Considerations for ELLs

• Discuss the use of interactive book reading to enhance English oral language development of ELLs (slide 27).
• Share an example video lesson.
  • Click on the embedded link on slide 28.
  • Make links to the example lessons on vocabulary knowledge.
    • Also make links to syntax and discourse.
    • Ask, how do these skills influence reading development.

Intensifying Oral Language Interventions

Progress Monitoring

• Share formal and informal measures of oral language progress.
  • Discuss how participants currently monitor oral language progress.

Review Culminating Project

• Ask participants to get in groups of 3-4 and review their reflections from their first two lessons.
• Ask them to generate ideas to support their final lessons based on student performance.
• Report as a whole group.
• Collect the first set of lessons and reflection 1.
• Provide a reminder that the final set of lessons and reflection are due in session 6.