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Reading Skills and Strategies
Reading Skills and Strategies
Literature review on reading skills
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Explain the Assessment & Results Hunter was assessed using a running records assessment. This type of assessment is done with the student reading a book out loud to the instructor while the instructor follows along on a sheet to mark off any mistakes made. Hunter read confidently for the most part, only stumbling over a few words. He substituted the word “individual” for “instinctual” and, at first, said “have” instead of “live”, but this error he quickly corrected and was able to continue with the reading without a problem. The results of the running record assessment done on Hunter show that he is a very proficient reader. He only made a total of two mistakes and, of these two, one was self-corrected. Hunter’s accuracy rate is 99.5%, …show more content…
There are numerous activities that can be employed to augment Hunter’s existing comprehension skills and aid in his critical thinking process. This instruction can include having him create graphic organizers of the text, summarize the text, answer different questions related to what he read, and rereading a text. Another strategy I recommend is having Hunter do some word-comprehension activities. Introducing him to an unfamiliar word and having him try and figure out what it means based on context clues of the surrounding words will deepen his ability to focus more on what a sentence is saying as a whole rather than on individual words that may present a barrier to his understanding. A third recommendation I have for Hunter is having him listen to an audio version of a book either before or after he reads it to once again help him develop an understanding and appreciation of context. I also recommend that Hunter work on his understanding of punctuation and his ability to recognize and utilize pauses indicated by periods, commas, or other marks of punctuation during his reading of a given text. I feel that maybe he tries to go too fast and needs to work on slowing down, taking his time, and fully understanding everything that he has read. As I have already stated, Hunter appears to be a very strong reader but, as with everything in life, there is always room for
On the GORT-5, Jarrod’s average rate was one minute and 71 seconds or 131 seconds. Jarrod reads very slow and is focused too much and pronouncing the words correctly that he is not able to make meaning from the text. Although reading comprehension was his strongest skill area in the GORT-5, research on reading fluency, has shown that when students are able to read fluently, students are able to improve their comprehension. Jarrod will benefit from explicit instruction in reading rate, prosody and building confidence reading aloud.
The report will critique Woodcock Johnson III Diagnostic Reading Battery (WJ III DRB) and compare my report to the Mental Measurement Yearbook (MMY). The assessment will include the evaluation, in relation to Woodcock et al.’s (1989) WJ III DRB, on the description and purpose of such tests along with ease of use, administrating and interrupting results based on converting raw scores to standard scores including analyzing the results. Finally, assess the overall quality of the test.
First, Catalina was asked to read a list of nonsense words aloud as quickly as possible during two 15 second trials (Decoding Fluency). She performed within the below average range. She also performed within the below average range when she was asked to read a list of words aloud as quickly as possible during two 15 second trials (Word Recognition Fluency). Catalina appears to demonstrate below average word reading and decoding skills.
This type of intervention could be positive in the literacy changes in response to the new media landscape. Though, Hunter should not become dependent on the computer, he should be presented with other methods as to how to help with having dyslexia. Gaudet mentioned “online gives you what you need, nothing more or less.” This may be true, but there could be some important facts in the actual book that he is
Another weakness that I noticed that will impact the student omits many of the words that give the word after it a value. One part of the reading, when Biddy was explaining how life was now “pretty good” he omitted the word “pretty”. Although the sentence isn’t changed that drastically it still means something slightly different. When omitting small and simply words can cause a huge change in the sentence. If this keeps going on and not stopped and fixed it will cause Cole to lose key details in passages that are given.
Assessments should guide instruction and material selection. Any likely manner, assessments should measure student progress, as well as help, identify deficiencies in reading (Afflerback, 2012). One important indicator of reading deficiencies is spelling. Morris (2014), advocated the importance of administering a spelling assessment in order to have a better understanding of a student’s reading abilities. My school uses the Words Their Way spelling inventory to assess students’ reading abilities at the beginning of the year and throughout the reading year.
The running record assignment provided me with insight on how to effectively assess a student, analyzing and interpret data and consider strategies to address areas of need and/or strengths. The process of giving this assessment has allowed me to better understand and appreciate running records. I understand the value of using an assessment that evaluates a student’s reading ability. The data is vital information that influences instruction and planning.
As students read, the teacher makes notes focusing on the words they struggle with. The teacher indicates which words the student has substituted, repeated, mispronounced, or doesn’t know. These words are called miscues. After the miscues are marked they are classified. “Only the words that students mispronounce or substitute can be analyzed; repetitions and omissions aren’t calculated’ (Tompkins p.85). Once the miscues have been evaluated, the miscue analysis will indicate which cues the reader over relies on and which they need to further develop. Running Records also helps calculate the percentage of miscues to determine whether or not the book is at the students reading level. The goal is to give students appropriate books for their reading levels. After the running record and miscue analysis, the teacher can analyze this information to introduce personalized strategies and lessons to develop a more fluent
I will explain that, together, we will read some statements about reading. The students should then think about how each statement makes them feel. They should then circle the picture of Garfield that is closest to their own feelings. The teacher will emphasize that the students should respond accordingly, to how they feel, not as Garfield should respond. The teacher will read each item aloud slowly and distinctly, th...
Laney is always prepared and ready to work when class begins. She is always eager to learn new academic concepts and works extremely hard in class. In math and social studies, she shows average skills, however, in science, Laney is above average. Laney does show ambition to learn reading concepts, even though this is a tough subject for her. Ms. Jacobs did administer a reading assessment on January 7, 2018, and discovered Laney has difficulty with decoding. As a result, Ms. Jacobs worked with her on letter-sound correspondence and sight words. After three weeks of collecting data, Ms. Jacobs used the four-point rule to determine whether Laney had made progress. According to the data, Laney was on target for the first three data points, which
Cody has demonstrated that he is able to learn. He has picked up many science concepts from listening to stories. According to the psychologist his IQ has been identified in the low average range. Books appear to be natural reinforces for Cody. He would enjoy being able to read to himself. It is f...
Advantages of someone in learning are not necessarily the same as what they deem as their strengths. If the assessment of a person is more to visual learner, or in other words information is processed best by seeing, the fact that he may feel that the information read is also beneficial to him should not be denied. One of the main purposes of this assessment is to help students who have difficulties in learning by helping them to determine the ways to select the information and translate it into learning strategies and skills to answer questions.
That is the goal of being a fluent reader. Mrs. Baughman uses the components of a story to teach comprehension. The components of the story are the setting, the plot, the conflict, and the resolution. If students can easily pick out the answers for the components of a story then their comprehension is growing. Another way to teach comprehension is by using graphic organizers like Venn-diagrams, story maps, and cause and effect charts. Teachers can also ask questions to make sure students understand the text. Not only does the teacher need to ask questions, but so do the students. If a student can ask questions, and with guidance answer it themselves they understand the material. The same goes with summarizing texts. A good way to check comprehension is to see how well the students summarized the texts. Doing so, can show if they really understand the material or they are just reading without thinking about it. Group work is a good way for students to share their thoughts on texts and help explain it to others in an easier way. If students do not comprehend text then their reading skills for the future will not be good. Teaching comprehension is not by just asking questions. There are many ways to check it that give a better view on how students are
In this information–driven age, preparing students to read a variety of texts with complete understanding should likely be one of our educational system’s highest priorities. Understanding is more than just the ability to produce information on demand (knowledge) or the ability to perform learned routines (skills). “Understanding is the ability to think and act flexibly with what one knows.” (Active Learning Practice for Schools, n. d.) A review of the literature in the area of reading comprehension of elementary-age students shows two principle areas of focus. There is a body of literature that examines the development of proficient vs. struggling comprehenders and another body of literature that compares methodologies for teaching reading comprehension.
Many students have a hard time when it comes to reading. There are many reading inventions that can help students out. Reading inventions are strategies that help students who are having trouble reading. The interventions are techniques that can be used to assist in one on ones with students or working in small groups to help students become a better reader. Hannah is a student who seems to be struggling with many independent reading assignments. There can be many reasons that Hannah is struggling with the independent reading assignments. One of the reasons that Hannah can be struggling with is reading comprehension while she is reading on her on. Reading comprehension is when students are able to read something, they are able to process it and they are able to understand what the text is saying. According to article Evidence-based early reading practices within a response to intervention system, it was mentioned that research strategies that can use to help reading comprehension can include of activating the student’s background knowledge of the text, the teacher can have questions that the student answer while reading the text, having students draw conclusions from the text, having