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Literacy training
Language and literacy skills
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1) The Burke Reading Inventory (BRI) (Goodman, Watson, & Burke, 2005) is an informal reading interview that provides qualitative information about a reader's beliefs about reading and her/his use of reading strategies. A Spanish version (Goodman, Martens, & Flurkey, 2014)(see attached) will be used with children who prefer to be interviewed in Spanish. The BRI will be individually administered one-on-one with children. 2) Reading Miscue Inventory (RMI)In-Depth procedure consists of a reader orally reading an authentic text. The RMI will be administered one-one-one with participants. One Spanish and one English text will be prepared by the PI to be used during the RMI. The selection of these texts will be according to the participants'
Jarrod will work with a peer who is reading at 650L or higher on a text that is Jarrod’s frustration level. Jarrod and his partner will begin work on lesson 1 on the red LLI kit. The red LLI kit is designed for students reading in between 300L and 600L. Jarrod Jarrod will read the first 100 words on the passage by himself and running record will be completed to assess his correct words per minute. Then, Jarrod will begin working with the peer using choral reading or echo reading. Jarrod and his partner will read the text aloud at the same time, for at least two readings. On the second day Jarrod will read one time with partner using choral reading, then Jarrod and his partner will take turns reading a page to each other. Jarrod will continue this pattern for two days, then Jarrod will be assessed using a running record and 5 basic comprehension questions, with the target score of 80 percent
find them, and bring them back to his field of dreams. In the book Shoeless
Chris McCandless "I think that Chris McCandless was bright and ignorant at the same time. He had no common sense, and he had no business going into Alaska with his romantic silliness. He made a lot of mistakes based on ignorance. I don’t admire him at all for his courage, nor his noble ideas. Really, I think he was just plain
RtI was designed to provide early intervention to students that are experiencing difficulties in developing literacy skills. Throughout RtI, assessment data is collected to monitor student progress, and is used to determine if the intervention should be continued or modified (Smetana 2010). A common consensus is that the RtI framework consists of three tiers: Tier I, Tier II, and Tier III. In Tier I, primary interventions are used that differentiate instruction, routines, and accommodations to the students that need little to no interventions. The students in this tier are often times classified with the color green.
Lesaux, N., & Siegel, L. (2003). The Developmental of Reading in Children Who Speak English as a Second Language. Developmental Psychology. DOI: 10.1037/0012-1649.39.6.1005.
"Reading." The Gale Encyclopedia of Childhood and Adolescence. Ed. Jerome Kagan and Susan B. Gall. Online Edition. Detroit: Gale, 2007.
In conclusion, it seems as though all the positives of the response to intervention program outweigh any negatives about it. The RTI program is extremely helpful in identifying any student that is having academic difficulties at an early age. Whether these students should be considered in the special education program or not can also be determined by using the RTI program. There is no reason to allow students to fail before any intervention is even considered. Anything that is beneficial in helping students succeed in their academic achievements should be viewed as a
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.
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.
...ding Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction(NIH Publication No. 00-4769). Washington, DC: Government Printing Office.
As a person going in to teaching special education students I will be the teacher receiving students from the result of RTI. Response to Intervention will be the first step to many of my students walking into my classroom. The module states that out of a classroom of 22 first-grade students, approximately five will struggle with reading. Of those five, four will need either additional or more intensive instruction to re mediate their skills. One of those four students will require even more intensive, individualized reading instruction. These struggling readers are the ones who would be a concern to teachers and administrators. These numbers of course change depending on several different factors and not every class will have a student that
Forty-four million adults in the United States are unable to read a simple story to their children, and 50 percent of adults have literacy skills below an eighth grade level (Literacy Project Foundation, 2015). A contributing factor to this situation is that many secondary students are graduating high school with the inability to read at a college and career reading level. Studies have found that only 36 percent of high school seniors performed at or above the proficient reading level, while 27 percent performed below the basic level (U.S. Department of Education, 2013), and only 44 percent of high school students in the United States met the reading-readiness benchmark on the 2013 ACT college entrance exam (Alliance for Excellent Education,
“The main goal of more formal educational research is to test theory and to advance scientific knowledge” (Samuels & Farstrup, 1992, p 5). As a result of the noticeable failing reading levels, Congress took it into their own hands to help solve the matter. “Congress directed the creation of the National Reading Panel to reevaluate educational research and give teachers and schools a roadmap to address this problem” (National Reading Panel, 2000 (NRP)). The panel was appointed in 1997, and used numerous studies and research that, once analyzed, was focused into certain areas that need to be incorporated in reading instruction. The areas that were highlighted in the resulting study were phonemic awareness, phonics, fluency, and comprehension (Manzo, 2000, p 1). These areas can be examined more closely in order to gain insight and information into their beneficial effects on effective reading instruction.
“The single most important activity for building knowledge for their eventual success in reading is reading aloud to children,” a report from 1985 by the commission
readers: A perspective for research and intervention ―[Electronic version]. Scientific Studies of Reading, 11(4), 289-312.