2. teacher influence
The teacher’s influence on student achievement scores
is twenty times greater than any other variable,
including class size and student poverty.
Fallon , 2003
3. explicit vs. systematic
New skills introduced in direct manner
Corrective feedback procedures
Teacher controls use of language
4. explicit vs. systematic
Moves from explicit to implicit over time
connected series of lesson plans over time
cumulative review
instructional set: from simple to complex
5. Features of explicit instruction
scaffolding student learning
immediate error correction
many examples for practice/instruction
clear presentation of strategies
6. instruction
scaffold
temporary devices and procedures teachers use
to support students as they learn strategies
I do
we do
you do
7. instruction
scaffold
Application
Teacher modeling
Guided practice
Independent practice
I do
we do
you do
8. instruction
scaffold
Correction can’t happen without feedback
Feedback can’t happen without monitoring
responses through active engagement
anticipate / precorrect for student errors
teacher guided practice
immediate feedback
when to gradually release or retain scaffolds
Model /lead through guided practice
Scaffold with inferential questions
9. instruction
types of scaffold
prompts
think aloud
10. systematic
elements of
carefully chosen examples
carefully planned introduction of skills
simple to complex
teach critical skills daily
cumulative practice & review
practice to facilitate mastery
practice to facilitate automaticity
new skills introduced incrementally
confusing items need separation
11. systematic
elements of
maintenance
Fluency
accuracy
Skill
unknown
12. systematic
elements of
review until no hesitation
distributed over time.
cumulative & integrated in complex tasks.
Varied to show wide application
massed practice vs. distributed practice
How much review is needed?
Reitsma, P. 1983
13. systematic
elements of
Review must follow initial instruction
Type of Learner Number of Repetitions
Most Able Less
Average 3-8
Least Able More
Reitsma, P. 1983
14. intensity of instruction
Intensity of instruction is the number of positive
instructional interactions (pii’s) per day. The greater the
number of pii’s per day, the greater the intensity of
instruction.
If the quality or effectiveness of the instruction is high, then the
two main ways to increase intensity of instruction are to:
1) increase the amount of instructional time and
2) decrease the size of the instructional group
Torgesen, 2006
16. intensity of instruction
Alterable Level of Specific Enhancement
Variable
1. 2. 3. 4.
Options
Observe to see if Change person
Professional develop- Coaching to
teacher is teaching
ment to improve Improve teacher’s
Instructional implementing all teacher’s skills at skills at explicit
parts of the
Delivery explicit instruction, instruction, error
Comprehensive
error correction, and correction, and
Learning System
opportunities to opportunities to
respond respond
Schedule & deliver Increase reading block Schedule two Schedule before
90 minutes of daily time, e.g., to 120 min., intervention sessions school, after school,
Time reading instruction and/or add intervention daily (a double dose and summer school
during protected period daily of 90 min. + 90 min.) instruction sessions
reading block
Check group Check for group Check further for Provide individual
Grouping placement & homogeneity and group homogeneity instruction if needed
for provide whole & reduce size of small and further reduce
small group
Instruction group size of small group
instruction
Change placement Add scaffolding to Add additional Change program(s)
in program program intervention
Instructional
program(s)
Materials
Kame’enui, Simmons, Coyne, & Harn, 2003
