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Importance of reading interventions
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Recommended: Importance of reading interventions
Brianna is a 8 year old third grade student at Thompson School in Bridgeport, CT who was referred for evaluation by Horizons, an outreach program under the auspices of Sacred Heart University that Brianna has attended for the past two years. At the time of testing, her DRA level of 24 was two levels below the district benchmark of 34 for this time of year. Her parents were very concerned about her oral reading, and the overall impact that her “choppy” disfluent reading will have on her overall reading performance in school.
The reading interest survey revealed that Brianna loves math, and that she finds reading difficult. She enjoys reading about a variety of genres, including sports, history, fantasy, mysteries, science fiction, riddles, plays and poetry, but admitted that she did not enjoy reading about dogs or insects. Her interests were considered in the design of an intervention plan that would best meet her needs.
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Daily practice in content-specific and academic vocabulary enhanced her ability to comprehend complex text. Additionally, grade-appropriate news-related websites provided an authentic context to practice newly-acquired print skills while learning
This is a reading intervention classroom of six 3rd grade students ages 9-10. This intervention group focuses on phonics, fluency, and comprehension. The students were placed in this group based on the results of the DIBELS Oral Reading Fluency assessment. Students in this class lack basic decoding skills.
Many people go missing in a day, although you might not realize it because you are not aware of your surroundings. How many people actually go missing in a day? In the United States every 40 seconds a child go missing, that makes about 800,000 children a year. This number of children missing is outrageous and we need to do something about it. This is the case of Brianna Maitland, a seventeen year old girl who went missing in 2004. I believe that Brianna was kidnapped but other theories include that she ran away by herself and that she was killed by known drug dealers in her area.
In conclusion, Mikayla may not be where she thinks she should be in her reading, but she accepts that reading is not her strong suit. However, instead of giving up, Mikayla attempts with her best effort. She double checks her clarity with questions and is not afraid to highlight the text or take additional notes. Mikayla does not let her disabilities define her but rather plays them up as a strength. She also does not let the comment of her twelve grade English teacher define her as well. Mikayla has improved her reading skills based on her own and her parent’s assessments. She admits she is extremely lucky to have overly involved parents and sibling who have guided her in becoming a better reader. With graduation coming up, Mikayla understands the struggles of a reader but, she will do her best to help her students succeed just like others have helped her.
From the Glass Castle, Jeannette’s mother read picture books with Jeannette and her siblings in their early childhood. This activity established good reading habits for Jeannette and her siblings. When she was older, after dinner, her father read the dictionary with the kids, looked up the words they did not know, and discussed the definitions (Walls 56). Because of the reading habits her parents gave her, every time Jeannette did not understand a word, she looked up the word in the dictionary. The routine of reading dictionary after dinner and the habit of looking up an unknown word in the dictionary helped Jeannette build up her vocabulary. With abundant vocabulary and excellent reading skills, Jeannette did not have problem with her college admission test. Studies show that having good reading habits not only increase the volume of children’s vocabulary but also help them perform well on their exams. In the Educational Testing Service (ETS) Policy Information Center 's report, The Family: America 's Smallest School, the author points out the importance of reading to children:
Alison’s story is the perfect example of what many families must go through when faced with the possibility of having a child diagnosed with a learning disability. Alison was not diagnosed with visual and auditory dyslexia until the summer before entering college. However, while still a toddler, her symptoms had been brought to her mother’s attention by her sister’s teacher. Alison’s mother then noticed her habits in repeating words incorrectly and how Alison would need tactile clues to follow directions. At the recommendation of her kindergarten teacher, Alison was tested for learning disabilities and the results from the school psychologists were that she was acting stubborn or disobedient. Her family did not stop with the school’s diagnosis. They had private testing completed that confirmed Alison did not have a specific learning disability. The final word came from a relative that happened to be a psychologist. He insisted Alison would grow out of her difficulties. So Alison continued on with her entire elementary, middle and high school journey as a student and daughter with an undiagnosed learning disability.
Kaitlyn last annual ARD was conducted on December 17, 2015 at which time the ARD committee determined that Kaitlyn continued to meet the eligibility criteria as a student with a specific learning disability in the areas of written expression, reading fluency skills, reading comprehension, mathematics problem solving, and basic reading. Katilyn’s ARD committee appropriately determined that placement in the general education at Kaitlyn’s neighborhood school was Kaitlyn’s least restrictive environment (“LRE”). The ARD committee developed a program that allowed Kaitlyn to remain in her general education classroom with in-class “push-in” supports for 30 minutes twice a week in the area of math and 30 minutes twice a week in reading/language arts. The ARD committee developed goals in Kaitlyn’s areas of need including reading and mathematics. Numerous accommodations were developed to assist
Reading Methods and Learning Disabilities. (1998, April). Learning Disabilities Association Newsbrief, 38(4). Retrieved December 18, 2013
Moreover, the student demonstrated a high reading ability that is somewhat beyond their grade level. I have identified that he is on or above his expected reading level. He should be provided enrichment in reading. By discovering this, his teachers can plan accordingly to build on his present skills and help him develop into a well-rounded reader.
During adolescence, I began reading and writing through a fundamental learning program called, "Hooked on Phonics." This program consisted of long hours spent reading short novels and writing elementary phrases which were commonly taught in the second and third grade. With the motto, "Improve your child's reading and writing skills in just four weeks!" I was bound to become the next Mark Twain. The method of this course specialized in the improvements of word acquisition rates as well as reading speed; however, it lacked in the area of teaching comprehension. At a young age, I was instilled with the dire need to be highly educated and although I was unable to experience a fun and adventurous childhood like many other children, I am grateful for being raised with a greater knowledge and wisdom than that ingrained in many.
Hugh, W. C., Fey, E. M., & Zhang, J. B. (2002). A Longitudinal Investigation of Reading Outcomes in Children With Language Impairments. Journal of Speech, Language & Hearing Research, 1142-1157.
With such high numbers of adolescents falling below basic in reading, illiteracy is a battle that must be fought head on. The largest dilemma with the struggle is the number of variations that cause adolescents to become reluctant, unmotivated or struggling readers. Fortunately, a large number of strategies exist to encourage and strengthen readers of all ages, proving that adolescence is not a time to give up on faltering students. Rather, it is a time to evaluate and intervene in an effort to turn a reluctant reader into an avid one (or near enough). Ultimately, educators must learn to properly assess a student’s strengths and weaknesses (Curtis, 2009) and pair them with the proper intervention techniques. If one method does not work, countless others exist to take its place.
The causes of reading difficulties often arise because of learning disabilities such as dyslexia, poor preparation before entering school, no value for literacy, low school attendance, insufficient reading instruction, and/or even the way students were taught to read in the early grades. The struggles that students “encounter in school can be seen as socially constructed-by the ways in which schools are organized and scheduled, by assumptions that are made about home life and school abilities, by a curriculum that is often devoid of connections to students’ lives, and by text that may be too difficult for students to read” (Hinchman, and Sheridan-Thomas166). Whatever the reason for the existence of the reading problem initially, by “the time a [student] is in the intermediate grades, there is good evidence that he will show continued reading g...
You brought up a really good point Kayla, questioning the situation on terms of the court not terming him as legally insane yet treating him on legally insane terms. Not going to jail, and not with his case reopening with a chance of him being free from the mental institution it really makes me question the judgment of the court. I admire your close attentive to the situation and do agree that although this is just provisional diagnosis there is a lot of missing information that is critical to really understanding this diagnosis. For instance, a more in-depth analysis of his relationship with his family, noting of there was any maltreatment early in childhood, and like you questioned his past medical history. This situation really surprises
Addison needs to develop word identification strategies to improve her reading. The data collected indicated that Addison’s word analysis skills were not effective. Addison consistently had difficulties with the vowels and the
Reading is an essential skill that needs to be addressed when dealing with students with disabilities. Reading is a skill that will be used for a student’s entire life. Therefore, it needs to be an important skill that is learned and used proficiently in order for a student to succeed in the real world. There are many techniques that educators can use to help improve a student’s reading comprehension. One of these skills that needs to be directly and explicitly taught is learning how to read fluently for comprehension. “To comprehend texts, the reader must be a fluent decoder and not a laborious, word-by-word reader” (Kameenui, 252). Comprehension can be difficult for students with learning disabilities because they tend to be the students that are reading below grade level. One strategy is to incorporate the student’s background knowledge into a lesson. This may require a bit of work, but it will help the students relate with the information being pres...