Reflection Through this experience I believe that I have gained a better understanding of emerging readers. I had the chance to complete these assessments with two dyslexic students. My initial expectation for these students is that they would be a little more of emergent readers than the average students their age. My students were very eager to answer the questions to the best of their abilities. They didn’t complain or want to give up at any point. The younger, more emergent, reader took a lot longer to get through the different sections. She took her time to think through the different questions. It was clear that she was easily distracted and frequently asked me to repeat the questions. The older student was eager to show off her …show more content…
She was able to answer the questions before I finished reading them in some cases. One area she did struggle with was identifying the number of words in a sentence. This was the third phonological assessment we completed. I had a feeling that she was just confused on the directions because she was counting the syllables in the sentence, instead of the words. I tried to explain further that she just had to count the words, but after going over a couple of different examples, I realized that she had some misunderstanding between syllables and words. I continued with the rest of the phonological assessment sections because I wasn’t sure if she was just confused on the directions or lacked this skill completely. After we finished the assessments, I completed the mini lesson “Word Count” with her. During the mini lesson, I learned that this student was very confused with the difference in hearing a syllable versus hearing an entire word. If I had more time with this child I think that I would try writing out different sentences and asking her how many words were in each sentence after she read them aloud. Then I would ask her to tell me how many syllables she had read. I think that this would help gain a better
In this time, it has become highly regarded by many teachers and administrators. The program uses a site word approach to teach emergent reading skills. The program uses a carefully sequenced, highly repetitive word recognition method combined with errorless learning. This approach eliminates incorrect responses and helps students view themselves as readers. The Edmark Reading Program ensures success to students of all ages who have not yet mastered beginning reading. This program is recommended for students with developmental disabilities or Autism, students with learning disabilities, Title 1 students, ESL students, preschool and kindergarten students who lack vocabulary development and non-readers who struggle with phonics. The programs
This is why I would focus on a word study instruction that incorporated diagraphs for this particular student. This assessment process using a spelling inventory was new to me, and I did not fully understand the process in the beginning. I was a little confused with the students familiarized of the th and sh sounds in some words, but not in others. This caused me to second guess the stage I was going to place her in until I received clarification on the various ways that students may spell words correctly from
These DIBELS screening assessments were developed to help educators identify struggling, at-risk readers, so that appropriate types and levels of support can be implemented within the school system. They were designed to support efforts at the primary grade levels (K-6th) to prevent reading struggles as the learn progress through the school system. Furthermore, this test was to aid in the elimination in remediation lessons inside of the classroom.
This is a subject and disorder near and dear to my heart. My personal experience with dyslexia, with myself and my daughter, has given me great insight into what dyslexia is, what the signs are, and how soon you can detect the potential for problems. It is not always the case that dyslexia is the sole source of reading and reading comprehension difficulties, there are other disorders that can exist at the same time, and this is important to know in order to help students improve their reading abilities. But, dyslexia will not only affect reading abilities and reading comprehension. It can affect writing, spelling, math, memory, listing comprehension, self-esteem, social skills, the ability to understand sarcasm, understanding spatial concepts,
Slavin, R. E., Lake, C., Davis, S., & Maden, N. A. (2012). Effective Programs for Struggling Readers: A Best-Evidence Synthesis. Best Evidence Encyclopedia.
For starters, I would like to have more information on the student prior to assessing. I would like to know about the student classroom experience with reading. As a future Special Education Teacher, I have a passion for helping students who face more challenges. This student did not demonstrate that he faced reading challenges. In hindsight, I would like to have worked with a student with reading challenges in order to start developing a plan to close the achievement gap. Although, all students have room to grow, so I am glad to have worked with
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...
The International Adult Literacy Survey (IALS)(OECD,2000) assessed literacy by using a questionnaire with a sample of 38,358 in 21 countries. It showed the percentage of the population at the lowest literacy level United States (20.7), United Kingdom (22.6).The Progress in International Reading Literacy Study (PIRLS) provided evidence that 10 year old English school children are rated 3rd out of 35 countries. At national level 20% of children do not achieve the level of reading expected of them at 11 years old. Anxiety is the most common effect that children experience; it causes children to fear reading and writing. Latest research show that 15 to 20% of the population has reading disability ,out of which 85% has dyslexia.,
The need for additional research in the area of reading instruction is particularly true for adolescents with E/BD. The reading failure of secondary students with behavioral problems has been consistently documented and, as reported in the findings from the National Longitudinal Transition Study (Malmgren, Edgar, & Neel, 1998), these reading deficits likely contribute to the dismal outcomes for these students such as high dropout rates, grade retention, and overall poor achievement. In addition, the absence of empirically derived reading practices for older students with E/BD is particularly problematic given the current emphasis on achieving state curriculum standards and participating in content-area learning (Deshler et al., 2001).
Wei, X., Blackorby, J., & Schiller, E. (2011). Growth in reading achievement of students with disabilities ages 7 to 17. Exceptional Children, 78(1), 89-106.
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
readers: A perspective for research and intervention ―[Electronic version]. Scientific Studies of Reading, 11(4), 289-312.
What I am most thankful for is getting professional mental health help and let me tell you why. I've had OCD since I was a little child but around the year 2015 it started to become unmanageable. My parents had divorced after many unhappy years and my mother met my stepdad. After awhile of dating, my family and me moved into my stepdad's house. Our new house was an hour and a half away from our hometown and loved ones. In 2016, my habits and thoughts become worse. During my second semester at ECOT, I fell weeks behind and could not catch up. I had to work over school breaks and into summer to get all my tasks complete. 2017 was the worst of all three years. I became extremely debilitated by my disorder and the other illnesses it triggered;
During my own classroom observation it was noted that the level of questioning with the students needed to be improved upon. Reynolds and Muijs (1999) mention one of the main requirements to be an effective teacher is knowledge of the content being taught. Spending more time reviewing the content and preparing a list of questions prior to each lesson would greatly help develop the level of questioning with the