This is a summary of the second half of an online video seminar entitled “Assessment and Highly Effective Intervention in Light of Advances in Understanding Word-Level Reading” (the first half I recently summarised here), which I hope encourages you to watch the whole thing.
It’s by Dr David Kilpatrick, was recorded at the 2017 Reading in the Rockies conference, and is on the Colorado Dept of Education website. Thanks so much to all those involved in putting this great information in the public domain.
The talk’s summary and conclusions are a good place to start:
- We have not been working from a scientifically-established understanding about how words are learned.
- Our intervention approaches have been around for decades, but are not informed by word-learning research.
- The “culprit” in poor word-level reading is phonology.
- Skilled readers have letter-sound proficiency and phonemic proficiency, weak readers do not.
- Interventions that address these skill deficits have the best results, by far.