The New Foundation Press, Inc. Foorman, B. R., & Torgesen, J. K. (2001). Critical elements of classroom and small-group instruction promote reading success in all children. Learning Disabilities Research & Practice, 16, 203–212. Francis, D. J., Rivera, M., Lesaux, N., Kieffer, M., and Rivera, H. (2006).
The purpose of this paper is to identify a core reading program (CRP) and interview a teacher that uses the program. The interview questions were provided which included, the anatomy of the program, naming areas of strengths and weaknesses, whether there are any supplemental materials used, and how does the program make use of new literacies and technology. The (CRP) used is the Success for All reading program called Reading Roots. Success for All is a foundation that supplies children with several strategies for learning.
It is important to get to know your student because so many factors may influence their ability to read well. Prior content knowledge, phonological awareness, metacognitive awareness, motivation, and social/emotional/language/physical/cognitive developmental
Students read from text at the instructional level of the weaker reader in the
The English department teachers will need to support this plan if it is to be put into the high school. Many of the English teachers recognize that students misunderstand what they are reading and that they need help that is not offered in regular English classes. A large problem is that teachers have little room to help students because the many rules, tests, and due dates that teachers are required to have and cannot find the time to help improve the student’s learning ability.
“Every teacher is a reading teacher”, so every teacher should understand the major components of the reading process. This artifact consisted in developing a table identifying instructional strategies and student activities that scaffold student learning by applying the principles of research-based reading instruction and integrating the six components of the reading process in lesson planning and teaching delivery in my specific subject area and grade level (Mathematics 6-12). I am quite aware that my responsibility as a teacher is not limited to prepare my students in my subject area, among many responsibilities; I have the one of students’ reading development. When students do not possess the necessary skills to comprehend what they are reading, they struggle with the content area. Reading in Math involves the use of prior knowledge to connect what students know to the new information being presented.
Quality reading instruction requires “explicit intensive, and systematic instruction,” especially in the categories of: phoenic awareness, phonics, fluency, vocabulary, and comprehension (Heitin). Kurtney shared that most goals and objectives also consider the student’s specific disability; some mentioned were various emotional disability, psychiatric disorders and mild
For example, those students who are struggling in reading comprehension, I would incorporate strategies before reading
Prior knowledge about reading levels and reading comprehension: • Multiple systems to level books and readers • Writing follows reading development • Reading comprehension tests • Reading comprehension comes with being able to fluently read a text Purpose for Reading: I will read to find out how to determine what my tutee needs to do to become a stronger reader based on his/her reading level from the Bader informal reading inventory (IRI) data I collected. Honesty Statement: I solemnly swear that this is my own work, and I will not share it with anyone else ever. _____(initials) Ch. 2 What did you learn about General Patterns of readers’ strengths & needs, including the “three general patterns that provide the focus for planning balance
172) of a good reader and how they monitor and improve their reading comprehension. The teacher introduces seven key strategies for the students to adopt. The seven strategies are to “create mental images, use background knowledge, ask questions, make inferences, determine the most important ideas or themes, synthesize information, and “fix-up””(Migyanka, Policastro, & Lui, 2005, p. 172). A good reader uses all seven strategies. Teachers can help with this learning process and promote the use of the strategies by providing the students with quality literature.
Teachers also know how to develop, urge and improve reading and the correct instructions to use when trying to overcome the challenges that some children experience, however through analysis's, it suggests that they have not succeeded in doing these things consistently and persistently across all schools (The Office for Standards in Education, Childrens Services and Skills, 2010, p. 01)
In the article Preventive Screening for Early Readers: Predictive Validity of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS), the authors discuss how the assessment of children’s “early literacy skills can help schools promote beginning reading success for all children by improving instruction and intervention through early identification and monitoring response to intervention efforts”(p. 539). Because it has been shown that phonemic awareness and alphabetic knowledge in the early grades are strong predictors of success in acquiring beginning reading skills, the authors believe that students need to be assessed regularly through assessments such as DIBELS which can be used for screening, progress monitoring, diagnosis, and measuring student outcomes (p. 540). By screening children at risk for experiencing reading difficulties, schools can give these students additional instruction or intervention services. Assessing students often in multiple forms is important as it gives teachers progress-monitoring data that shows them whether or not instruction and or interventions are working. When it is found that a student is not progressing through current instruction, the child may be referred for a diagnostic assessments (p. 540).
What can I, as a secondary teacher do about it? How can I create a lesson plan for teaching using reading strategies? This struggle to have students read and write is not an easy task that can be done overnight but can be done in time if the educator put more effort in teaching these skills.
If a student has a hard time reading, they will easily fall behind
“It [feels] as if I [have] been thrown off a cliff into deep water and I [don’t] know how to swim. All around me there are people who can help me, or teach me to swim. But I can’t get to them, and they don’t help me, and I know that eventually I will go under” (Unknown). Millions of illiterate children across the world have experienced, or continue to experience, the overwhelming hopelessness of being thrust into a society that demands reading skills. Sadly, though, too often this world does not give the tools needed to learn to read.
