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Review literature of reading intervention program
Review literature of reading intervention program
Development of reading skills in students
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Educators today struggle with student test scores, always trying to reach higher and higher benchmarks (Nolan & Stitzlein, 2011). When students do not show adequate growth the teachers are left to blame (Oliver, 2009). Since the inception of Response to Intervention (RTI) students and teachers have been able to maintain a constant progression by recognizing when students are struggling and providing the proper interventions through the tiered model.
Students who are not making adequate progress with good classroom instruction should have an opportunity for intensive small-group or individual intervention instruction prior to a referral to special education services, but that instruction must be responsive to each student’s current knowledge
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The five big ideas are comprised of phonemic awareness, phonics, fluency, comprehension, and vocabulary (Shippen, Miller, Patterson, Houchins, & Darch, 2014). Research suggests Intervention programs have assisted students through scaffold lesson that help to improve student scores through repetitive practice of encoding and decoding skil ls (NRP, 2000). Students will become more confident in their reading skills, taking risks and learning newer, more difficult words over shorter periods of time, thus building their reading levels and improving their skills and score s. In this research, I will examine the role of encoding and decoding strategies on improving student reading skills in addition to how encoding and decoding strategy information can be used to increase efficacy in special …show more content…
“DBI [is] an evidence based, validated process that holds promise for redefining special education” (Lemons, Kearns, & Davidson, 2014, p. 20). DBI can be used to determine the area of instruction that is to be focused on to assist the student with improving their reading skills. Prior to implementing DBI there are several steps that you should consider such as “selecting and instructional platform, determining how to intensify the platform, making a progress monitoring plan, setting instructional goals, and making final preparations” (Lemons et.al., 2014, p. 22). Review of student scores will help to determine which instructional platform to use and through the process of monitoring students’ progress we will be able to make qualitative and quantitative adaptations to a student’s educational plan, “although there are relatively few progress monitoring options, Curriculum Based Measurement of oral reading (CBM-R) is one of the most well established” (Christ, Zopluoglu, Long, & Monaghen, 2012, p. 357). CBM-R is only one progress monitoring tool; there are others such as Formative Assessment Instrumentation and Procedures for Reading (FAIP- R), AIMSweb, and Dynamic Indicators of Basic Early Learning skills (DIBELS). “Progress monitoring can be conceptualized as either interim benchmark/screening assessments when data are collected three to
To begin, the RTI process my school begins with the teacher. At the beginning of the year, a battery of assessments is conducted to help identify students’ levels in reading. Students take the first Dibbles benchmark to determine their fluency rate as well as the Star test to diagnose phonemic awareness, vocabulary, and comprehension. Also, students are administered the Words Their Way spelling inventory to identify and create word study interventions. Once teachers have gathered all the data, they create a reading learning plan for students who scored significantly below the benchmark for the beginning of the year.
Bryant, D. P., Smith, D. D., & Bryant, B. R. (2008). Teaching Students with Special Needs in
It is an important responsibility of all teachers, either general special education educators, is ensuring that the instruction they deliver is measurably effective in meeting the needs of their students. Using Differentiated Instruction is a way of teaching; it asks educators to know their student’s well, so they can offer each student a good education with a lifetime of experiences and tasks progress learning. Differentiation also means tailoring instruction to meet each individual needs. Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to
Students with learning disabilities in the regular classroom may have challenges that require special attention. If the teacher is able to identify the disabilities and the features associated with them then the teacher can tailor the lessons to meet the needs of the students. These may include differentiated instruction and facilitating an inclusive classroom which will see inclusive strategies employed that will cater to the needs of students with learning disabilities. These inclusive strategies can range from individualized learning programs to team and co-teaching. In some cases, the teacher can arrange for a special education teacher or arrange for a pull out program to assist students who have learning disabilities. Strategies that will also cater to learning disabilities may also include the use of technology. According to Ford 2013 ‘In some situations it may be best for students with LD to be taught in separate pull out classrooms with a teacher who can provide targeted skill instruction in areas where a student is struggling.’ ‘When provided appropriate support within this setting, many of these students can achieve academically and develop positive self-esteem and social skills. (American Speech-Language-Hearing Association 1991). They also recommend that schools should ‘require in-service programs for all school personnel to give them the knowledge and skills necessary to provide education for students with learning disabilities in the regular education classroom.’ Schools should include activities to help participants learn strategies to meet individual needs of students, foster attitudes conductive to educating students with learning disabilities in the regular education classroom, and promote
Phonemic Awareness and Alphabetic Principle in addition to Phonics and Decoding Skills provide students with early skills of understanding letters and words in order to build their reading and writing skills. Students will need to recognize how letters make a sound in order to form a word. While each word has a different meaning to be to format sentences. While reading strategies for Reading Assessment and Instruction, I was able to find three strategies for Phonemic Awareness and three strategies for Alphabetic Principles which will provide advantage for the student in my research and classroom settings.
Students have the ability to read grade level text but continue to demonstrate difficulty with comprehension of information because they are unfamiliar with the vocabulary of learning. This problem appears to occur more frequently in English learners (EL) and Students with Disabilities (SWDs). Students benefit from specific and explicit vocabulary instruction (Hattie 2000).... ... middle of paper ...
Schools are in great need of systems, processes, and personnel who are able to support the needs of students with problem behavior. Research indicates, however, that (while I am a big, fat cheater) information has not been made available to teachers and other professionals in a format that allows these strategies to become common practice. Many teachers choose isolated behavioral strategies that are not applied immediately after the problem behavior has occurred.
Reading fluency is one of the most important skill to learn and has the greatest impact on reading. This study examines three strategies: modeling, repeated reading, and writing to improve reading fluency. The first strategy is Modeling. It is used to allow the student to observe and hear what a passage should sound like when the proper word recognition, inflection of the voice, and phrasing are used correctly. The second strategy is Repeated Reading where the student will reread the passage. This strategy was conducted using Choral Reading, Pair or Partner Reading, and Recorded Reading. The last strategy used was writing where the students would elaborate on passages recently read. This study focused on struggling readers, who scored below benchmark on a previously administered DIBELS assessment. Over the course of three the students were engaged in either a reading fluency activity which integrated one of the repeated reading strategies (choral reading, pair/partner reading, self-recording or writing). At the end of each week the student was given a post-assessment to for progress
“The 2005 Nation’s Report Card indicated that only 31% of fourth-grade students could read at a proficient level. Additionally, the majority of special education referrals are for reading problems” (Williams & Skinner, 2011, p. 87). “Recently, there has been an increased attention to reading fluency. The individual constituents of fluency and the relationships of fluency to comprehension have been of particular interest” (Klauda & Guthrie, 2008, p. 310). Findings in used to synthesize research on interventions found that building fluency required an explicit model which incorporated repeated and multiple readings of familiar texts. (Chard, Vaughn, & Tyler 2002).
It is broadly recognised that literacy is an essential skill and that a high degree of competency in this area will significantly enhance a student’s future prospects in life (Heckman, 2000). Phonics is the process of making the connection between sounds and letters when reading and spelling. For early students to be able to link knowledge of the spoken language to their own knowledge of written language they must first master the system of grapheme phoneme connections that link the written word with their own pronunciation. (NSW Department of Education and Training, 2009a). Coltheart (2005) submits that there is strong scientific evidence which suggests that student reading proficiency is improved significantly when grounded in direct, explicit and systematic phonics instruction. Krashen suggests that solely relying on phonics based approaches in teaching often results in children achieving highly in pronunciation tasks, but struggling in comprehension (as cited in Ewing & Maher, 2014). Given the fundamental purpose of reading is to construct and reconstruct the meaning of a text, (Emmitt, Hormsby & Wilson, 2014) it is suggested that whilst phonics is a foundational element to a reading program, it is most effective when a high level of emphasis is placed on meaning in conjunction with comprehension of text. It is vital that educators apply this theory throughout a variety of literacy tasks when teaching a student to read and that there is full cognisance of the importa...
Special education is no longer restricted to schools that cater for specific disabilities. Increasingly mainstream classrooms must cater for a diverse range of abilities and be inclusive of children with disabilities, therefore providing special education (Heward as cited on Pearson Prentice Hall, 2010). In catering for all children within a class, teachers also need to provide intervention as necessary. Intervention according to Heward (as cited on Education.com, 2011) intends to reduce, eliminate and/or limit the hurdles faced by students with disabilities that may prevent them from maximising their learning and becoming productive members of society. This essay will discuss how teachers can provide all three kinds of intervention; preventive, remedial and compensatory on behalf of individual students who may require it (Pearson Prentice Hall, 2010). Each type of intervention will be explored with examples to demonstrate the possible use of each one and the potential issues that may be associated with them.
In today’s schools, so many children have problems with learning to read. Learning to read is an important life skill and comprehending text is the reason that we read. With this in mind, understanding the nature of the reading process is the starting point of developing strategic readers. Reading is the process of decoding a set of written symbols in order to make meaning. A reader begins by looking at printed symbols associated with oral language and pictures which is then translated into a sound. Afterwards, the reader has the ability to decode and pronounce the spoken symbols or words to begin the next important step of translating written words into meaningful language (Hogan, Bridges, Justice & Cain, 2011; Ulagammai, Fathima & Mohan, 2013).
Westwood, P. (1995). Effective Teaching: Paper Presented at the North West Region Inaugural Special Education Conference Prioritries, Partnerships (and Pulm Puddings). Armidle.
Reading and writing is a key part of everyone’s life. There has been some encouraging levels of reading development in primary school assessments. According to the National Assessment Program Literacy and Numeracy report (2015), 95.5% of students achieve at or above the national minimum standard of reading. It is important to know effective ways to teach reading so children can become active problem solvers to enable them to read for meaning or for fun. Over the years, there has been a big amount of research into the most effective ways to teach reading skills to students. There are some systematically taught key skills and strategies that help achieve these levels of reading. Some of these skills include phonological awareness, phonemic awareness,
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...