I really connect with Allington's statement "Every model for lesson planning begins with selecting print materials appropriate for learners (page 3)." There is no "one-size-fits-all program or model that will work. All students in order to make progress in reading need to read books at their independent reading levels, and a lot of these books. It doesn't help students to stumble and decode every word. They need independence with their reading, meaning high accuracy, increased rate and fluency, and to be able to comprehend while they read with all their texts.
As a special education teacher I completely understand there are different rates of learning. But I also see the research that says "students who enter special education with reading levels that are two or more years below those of their age mates can be expected to maintain that disparity, or fall further behind (page 5)." For the past two years I have been working with students who are just this- two years or more behind in reading. But what is different is that I see growth with my students, either from the hands of multiple people collaboratively working together with one student to really push for gains or with small groups. For example, last year I had a student who was in 6th grade and could only say nine letters of the alphabet. By the end of the year he was reading at a 2nd grade level. I also see programs work like the one I am using now. The Fountas and Pinnell Leveled Literacy Intervention Program. My students are building fluency, vocabulary, accuracy, and comprehension because of all the repeated readings and intense but small group interventions. I believe that if special education and other programs are used correctly, as in a small group intense and focused lesson, that progress can be made and close the gap in reading at or above grade level. Too many of these programs are exhausted with large groups of students who need more individualized or very small group interventions.
I will agree with Allington that Response to Intervention (RTI) is a general education initiative and that it is another program put in place to drive general education teachers to teach all students, not just to the average students. In a discussion I had today with some of my colleagues it was emphasized that RTI is to help ensure that each student is being taught by a highly-qualified teacher. This also means that the teacher is trying to assess all student needs and meet those needs with very small group and focused intervention lessons. These interventions are not only valid and research based, but they are also administered according to their intervention duration. No longer are the days where teachers can refer a student to special education without attempting some interventions in the regular education classroom.
I would also agree with Allington on his "identified eight research based principles on intervention that will accelerate reading development producing more than 1 year's growth per year (page 25)."
1. Begin an intervention plan.
2. Math reader to text and level.
3. Dramatically expand reading activity.
4. Use very small groups or tutoring.
5. Coordinate intervention with core classroom.
6. Deliver intervention by expert teacher.
7. Focus instruction on meta-cognition and meaning.
8. Use texts that are interesting to students.
Recently I was trained in the Fountas and Pinnell Leveled Literacy Intervention program and I believe that this intervention is built around these principles. I start with some assessments to find the student's reading level. Then I develop a plan of action according to his or her needs and math the reader to the appropriate beginning lesson. I pull students during a different time of day to extend their reading and not replace their reading lesson when it is exposure and practice that will increase growth faster. I use small groupings with only one student or a max of three students. I coordinate my lessons with the regular education classroom so we build on the students' knowledge and not confuse them. Even though I am still a beginning teacher, I believe I am becoming more knowledgeable about delivering my interventions. In my instruction I am constantly trying to connect new knowledge to existing knowledge so deeper meaning is built, which increases reading growth and recognition. And last but not least, I try my hardest to find texts that are interesting to the students. During the interventions that books are already organized into lessons, but the students find them all very interesting.
Overall I found this book interesting and very researched. I enjoyed the flow of Allington's writing and I feel excited to read several of Allington's "What Really Matters" book series. They are organized in fashion that is not dull or confusing. He gives great examples and adds more meaning and perspective to what RTI is and how it can really help our students develop the necessary reading strategies to become successful readers. As much as general education teachers are scared of the term and what it implies, this program will really enhance our teaching practices and intervention strategies.
In many ways I feel like Allington is trying to use this book to smooth the pathway of introducing RTI to the education profession and the general public. Like I said before, many educators are nervous and scared about this change that is happening around our country. Many of them are counting the days they have left of teaching in hopes that they will not have to deal with the implications of RTI. But, in many ways, Allington proves that when RTI is used properly, reading levels can be drastically increased by setting up a plan and carrying through with the intervention. This is not something to be scared about, but welcomed as professional development that will enhance our teaching and meet the diverse needs of all types of learners.
Allington also strives to show us that we don't need some fantsy program that costs a lot of money to develop an intervention plan. He presents the most powerful studies and analyzes the research performed on intervention design. He even provides a too for us to use to help evaluate the current or planned efforts we are working with. Allington's intents are clear, he is trying to help educators become more aware and knowledgeable about how to design and implement RTI programming to support struggling readers. He gives clear and concise recommendations for turning readers who struggle into readers who achieve.
There are a few lingering questions I still have (if you have any response you would like to share with me, please feel free to comment on this post- I welcome any feedback you can give me.)
1. What about students who are struggling in other academic areas? What are some interventions that are research-based that I (or general education) could use?
2. If the number of students in our regular education classrooms continues to increase, how do regular education teachers find the time to work with small groups every day during the reading period? If they do, how much time do they spend with each group? Are you able to meet everyday with every group?
3. What do some of your intervention charts, graphs, and data analysis paperwork look like? Do you have any examples you could share?
4. Does your school have RTI and do you see the reading progress in the students higher than before?
5. Are some students being left behind and not being identified for having a disability if a teacher is unwilling to do all the required data collection or incorrectly implementing RTI in the classroom? Are you under identifying students?
6. How are teachers and parents responding to RTI in your school?
Thanks for reading my post, I would greatly appreciate any feedback or questions you have about my post. And as always, have a great day!
Work Cited:
Allington, R. (2009). What Really Matters in Response to Intervention: Research-Based Designs. Boston, MA: Allyn & Bacon.
