Though Joshua and Nicole have gifts in various areas as well as supportive families, they both have significant deficits in reading. Research shows that the performance gap between them and their peers will continue to expand unless intentional interventions are implemented (Moats, 2002). Fortunately for Joshua and Nicole, an arsenal of evidence-based strategies exist to equip them with the skills needed to greatly increase their proficiency in reading.
Joshua
Described as a hard-worker, Joshua is a fourth-grader who enjoys the full support of his mother and fourteen-year old sister. He also enjoys an unambiguous interest in the study of bugs. Academically, Joshua has the ability to decode unfamiliar words and understand the texts that he reads which helps him maintain a resolve to continually improve his reading skills. Despite this resolve, Joshua gets noticeably frustrated at times and chooses to gives up. He has not been able to demonstrated mastery over sight words beyond the first-grade level. This causes Joshua much choppiness when Joshua reads which leads him to feel embarrassment.
Goals
Improvement in Joshua’s ability to accurately and quickly identify sight words must occur for his fluency to improve. Implementing instructional strategies based on the goals outlined below and tracking Joshua’s progress in relation to
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In this, Joshua will be directed to read and re-read brief passages he reaches the predetermined fluency level (Paulsen & the IRIS Center, 2004). The monotony of repeated readings can be broken up through partner reading in which two students alternate in reading a selected passage to each other. Readers theater and choral reading activities are additional activities that provide engaging venues for students like Joshua to acquire much reading