"Let's Know!" intervention article

Let's know!

100

What is the purpose of Let's Know?

The purpose is to develop skills that are foundational to reading comprehension in children that carry over to adolescence

200

In Let's Know, what skills are children developing?

Through targeting these skills: vocabulary, inference making, comprehension monitoring, and text structure knowledge, they are learning these skills: description, compare/contrast, cause/effect, and cycles/sequences

300

What are the segments of this intervention?

"I do" (teacher modeling)

"We do" (student practices with teacher scaffolding)

"You do" (students practice independently) 

400

How long do teachers typically implement the Let's Know intervention per day?  Do you feel that is an adequate amount of time?

20-30 minutes

500

How do you think explicit teaching of language skills naturally improves children's reading comprehension?

Answers vary

Overall language skills are the foundation for reading comprehension.  One cannot comprehend written material without solid language skills.

Curriculum example (prefixes and suffixes)

100

When teaching prefixes and suffixes, how could we implement "I do," "We do," and "You do"? Give examples.

Answers vary

200

What is a prefix/suffix?  What is a fun/engaging way to teach them?

Occurs at the beginning/end of the word (un-, -ful)

Morphemes

Answers vary

300

When implementing curriculum from Let's Know, do you think the students should be quizzed/graded on learned material?

Answers vary

400

What accommodations would be beneficial for all students during the session?

Visuals!!!

Etc.

500

What are some ways that educators could incorporate universal design for learning into the session about prefixes and suffixes?

Visuals, share content in a variety of ways, offer choices for how students share knowledge, use technology, etc.

Teacher perspectives

100

How can SLPs and teachers collaborate to implement overall language skills to improve reading comprehension?

COMMUNICATE, discuss individual student needs and how they are doing/supports needed in classroom, update teachers, use similar cues, use classroom curriculum in therapy, etc.

200

Teachers in this study were self selected. How do you think this intervention would change if given by teachers who were not involved in this study? 

They may not implement the intervention as much because they did not agree to

Answers vary

300

If you were a teacher, explain how you would promote reading comprehension in your classroom

Language skills, reading opportunities/opportunities to demonstrate comprehension, answers vary

400

The article mentions that many students in the study did not receive the full Let's Know! intervention due to low levels of implementation by some teachers.  What are some ways that teachers can be supported during implementation of the intervention?

Continuing ed programs, teacher/slp/reading specialist collaboration, Let's Know training programs, teacher meetings regarding the intervention, shared materials across grade levels, etc.

500

If you were a teacher, what type of language supportive strategies would you implement into your classroom?  

Scaffolding, Modeling, Expanding, etc.

SLPs role

100

Explain how SLP's use language-focused activities with the adolescent population

Discussion 

200

How can we support our clients using this intervention? 

Support the teacher by giving them strategies to work on with students who might need extra support 

300

How can SLP's can collaborate with a client's general education teacher using this intervention?

Providing SLP with teaching materials such as: target words, books, ect. 

400

Give an example of how SLP's can support reading comprehension 

reading a social media page from their favorite actor/actress and then get them to recall 3 things from it 

500

How can we use this intervention with clients who are bilingual or ESL?

Discussion 

Future implications

100

Do you think there needs to be further research regarding the implementation of language skills to improve reading comprehension for older populations (middle and high school)?  If so, why?

Answers vary based on opinion 

200

Now that you know that targeting language skills can indirectly improve reading comprehension, do you think it is necessary for teachers/SLPs/reading specialists etc. to directly target reading comprehension?

Answers vary based on opinion

300

How could we change this to follow students all throughout school?

Discussion

400

Do you think the majority of future teachers will be willing to implement this intervention into their curriculum?  Do you think they will have time/access to training?

Answers vary based on opinion

500

How can we encourage future teachers to implement this into their classrooms?

Discussion