RDED 626 Intervention Project

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Information about RDED 626 Intervention Project

Published on March 11, 2014

Author: JessicaEmily10

Source: authorstream.com

Stevenson Language Skills Program: Stevenson Language Skills Program RDED 626: Literacy Leadership Intervention Program Presentation By: Jessica Heindel and Sarah Roby Stevenson Language Skills Program : Stevenson Language Skills Program Publisher: Stevenson Learning Skills Inc. Publication date of program: range of 1981 to 2009; majority of materials 1998 to 2009 Goals and Objectives: Goals and Objectives Use mnemonics and multisensory instruction in new ways for reading instruction Target phonics instruction for students with reading difficulties Nontraditional sequence of language instruction based on the author’s real life classroom experiences Instructional Goals: Accurate reading with less emphasis on fluency Follow the sequence of the program without skipping any basic skills, rather adjust reinforcement Do not drill; use clues for students having difficulties Intended Audience : Intended Audience Grades K-3 & some upper elementary Older students reading at an elementary reading level Students with: Dyslexia Phonological processing problems Decoding Issues Attention Deficit Disorder Memory Weakness Sequencing Confusion Organizational Problems Blending Difficulties Research Base Provided by Publisher: Research Base Provided by Publisher Based off the author Nancy Stevenson’s own teaching experiences Long vowels seemed easier for her students to discriminate, isolate, retrieve and blend. No research has confirmed this method of teaching vowel sounds as a valid practice. Research has confirmed: Students are more likely to decode accurately if they can discriminate, isolate, retrieve and blend letter sounds. Research: Research Very little research has been done on this reading program. In the July/August 1997 issue of Teaching Exceptional Children, researchers analyzed the results of 18 meta-analyzes on different types of interventions in special education. Mnemonic instruction was the most effective of these interventions. In a quasi-experimental study that investigated Stevenson Language’s use in first through third grade classrooms with students with diverse learning needs, it was found that the Stevenson Language Program, used as an intervention, did not have significant results on reading achievement (O'Boyle, 2008) . Pros and Cons of Program: Pros and Cons of Program Pros Mnemonics Visuals Multi-Sensory Techniques Engaging Activities Positive parent reviews Cons Not directly aligned with standards Unique sequence Starts with long vowels, where most programs start with short vowels Very little research Mnemonics: Mnemonics Mnemonics are memory aids Serve as tools to decode The peanut butter and jelly sandwich is used to teach vowel pairs or CVVC words. Consonants are the bread with vowels sandwiched between them. Some letters can be heard like crunchy peanut butter when you chew it. Other letters are quiet like jelly. A layer cake is used to teach words in which vowels and consonants are layered or CVCV words. This example is also used to teach suffixes as the frosting on the cake. For example: To turn bake into baking you need to remove the “e” and add the “-ing”. Example of Mnemonics: Example of Mnemonics “The Stevenson Program uses visual clues to help teach the full range of word attack skills, from learning letters to recognizing vowel patterns to unlocking multi-syllable words. Here you see the mnemonic clue that teaches the letter c.  Along with this clue, Stevenson provides multi-sensory activities and direct instruction to elicit the  hard sound of c and associate it with the letter shape” ("Stevenson reading," 2012). Sequence of the Program: Sequence of the Program Long vowels taught first, instead of short vowels Easier to discriminate between long vowel sounds Students come to school having used long vowels sounds such as I, Oh, and You Use of visual mnemonics and multi-sensory techniques Allow students to figure out linguistics Allow students to resolve decoding, encoding, and blending problems Use these structures as building blocks Allows students to build upon skills continually Students move from sandwich and cake words to more long vowel patterns When beginning Stevenson, students learn two linguistic patterns and 600 words. When they finish, they know dozens of structures and can read 1,000’s of words. Examples of Student Work: Examples of Student Work Evaluation Tool Results: Evaluation Tool Results We gave the Stevenson Language Skills Program a 15 out of 40. Highest Scoring Categories Doubling daily volume of reading Certified teacher provides instruction Groups are chosen based on student need In our experience it has been used with up to six students Lowest Scoring Categories Standard texts with little pupil/text matching Set texts used in sequence No student choice No alignment with a core reading program References : References Blum, I., Forness, S., Kavale, K. & Lloyd, J., (1997). Mega-Analysis of Meta-Analyzes, What works in special education and related services. TEACHING Exceptional Children (July/August) 4-9. - See more at: http://www.stevensonlearning.com/stevenson-reading#sthash.ol5cZ5Lf.dpuf O'Boyle, S. (2008). An investigation of the stevenson language skills program as a proactive supplemental support for the acquisition of word recognition skills and strategies of 1st, 2nd, and 3rd-grade students. DAI-A , 69 (04), Retrieved from: http://search.proquest.com/docview/ 304813271. Stevenson reading . (2012). Retrieved from: http:// www.stevensonlearning.com/stevenson-reading

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