Developmental and Corrective Reading Process for Young Learners GEDU 5312 By: Verlin S. Butler Dr. Ellen Jimmerson-Eddings, Instructor Summer II 2006 Comprehensive Exam 1. In response to a United States congressional mandate, the National Reading Panel identified specific competencies and methodologies important for student achievement in reading. State the five key areas of reading instruction and their implications for the reading process. Identify specific assessments and intervention strategies for each reading component.
Phonemic Awareness-is the ability to hear, identify and manipulate the individual sounds in spoken words. Phonemic awareness can be taught and learned. Effective phonemic awareness instructions teaches children to notice, think about, and work with sounds in spoken language; phonemic awareness instruction helps children learn to read and spell; Phonemic awareness instruction is most effective when children are taught to manipulate phonemes by using the letters of the alphabet; phonemic awareness instruction is most effective when it focuses on only one or two types of phoneme manipulation, rather than several types. Some specific assessments are DIBELS, Rhyme Production Subtest, Initial Sound Recognition Subtest, Phoneme Blending Subtest and Phoneme Segmentation Subtest. Some intervention strategies for reading component are informal language activities such as read to students throughout the day and help students to hear the syllables in words by clapping them out and pronouncing them in exaggerated ways. Phonics-is the understanding that there is a predictable relationship between phonemes and graphemes. Phonics leads to an understanding of the alphabetic principle. Phonic is systematic and explicit. Phonic provide ample opportunities for children to apply what they are learning about letters and sounds to the reading of words, sentences, and stories; and is mot effective when it begins in kindergarten or first grade. Some specific assessments are DIBELS, Application of Phonic Skills in Contest, Initial consonants, Initial Blends and Digraphs, Blending, Substitution, and Vowel Pronunciation. Some strategies for teaching phonic are develop and using decoding games and activities that the student can play. Teach consonant letter sounds, use poetry and rhyming word, and teach consonant blends.
Vocabulary-is the development of information about the meanings and pronunciations of words. Specific assessments are DIBELS, standardizing test and the benchmark exam. Intervention strategies are teaching context clues, word meaning, word recognition, sight vocabulary, and repletion. Fluency- the ability to read text accurately and quickly. Some strategies are modeling, repeated reading in class, give students time to practice reading in class, and tutors. Some assessments are DIBELS, RCBM, word recognition tests, and sight word tests.
Comprehension-understanding, remembering and communicating with others about what has been read. Some strategies are Guided Reading, Independent and Silent Reading. Some assessments are DIBELS, Standardize test, and Benchmark.
2. 3. Describe the stages of reading development and its relevancy to teaching students with reading difficulties. Emergent Literacy- during this stage, students generally learns the function of print and may develop phonological awareness. Toward the end of this stage, children may be able to read signs and labels, and may explore writing I the form of scribbles, letter like forms, or invented spelling. Early Reading-during this stage, students begin using their knowledge of letter-sound relationships and context to decode printed words. Growing Independence- at this stage, the children’s evolving fluency. By the end of this stage, students are able to read about 3,000 words.
Reading to Learn-during this stage, greater emphasis is placed on comprehending informational text. Reading to Learn is marked by the wide application of word-attack and comprehension skills. Abstract Reading-At the abstract reading stage, students can construct multiple hypotheses, consider several viewpoints, mull over logical alternatives, and evaluate what they read.
4.
Discuss differentiated instruction and how you would design your lesson to address a particular student or small group of students’ learning needs, specifically literacy. Differentiation instruction is a teacher’s reacting responsively to a learner’s needs. The goal of a differentiated classroom is maximum student growth and individual success. It is to bring everyone one to grade level or to ensure that everyone masters a prescribe set of skills in a specified length of time. My classroom would be flexible. I do effective and ongoing assessment of my students learning needs. I would have student and teacher collaboration and flexible grouping to access a wide variety of learning opportunities and working arrangements.
5.
Define the Three-Tier Reading Model, and explain how students progress through the tiers. Include in your response the focus, program, instruction interventionist, setting grouping time and assessment. The Three Tier Reading Model is a strategy that is used to put all students on track and to reduce reading problems in grade 3-K. It is also a way to break the reading cycle. There are three components of Three Tier Reading: The components are Tier-1Core Reading, Tier-2 Supplement Instructions, and Tier-3 Intensive Individualized Instructions. Tier -1 addresses the need of the majority of students. These instructions are provided in the regular classroom, for 30 minutes a day. There are three things needed for a good solid program good core curriculum, teacher progress, and teachers that are knowledgeable. A solid program must also address the five components of reading and this program does. The five components or reading are phonemic awareness, phonic, vocabulary, comprehension, and fluency.
Tier -2 is a supplemental instruction that is provided outside the classroom. The student receives this instruction for 30 minutes a day alone with 90 minutes of general instructions. At Tier-2 level, the interventionist monitors the child progress with DIEBELS. Tier-2 is only successful if used in a small group setting (3-5 students). Tier-3 is more intensive. It addresses the need of students who need more instructions and the students who have not made significant progress toward meeting the Benchmark requirement. At Tier-3 level, the instructions are customized instructions. The instructions are administered at 2-30 minutes sessions plus 90 minutes of general instructions in a small group setting of 3 or fewer students twice a month.
6.
List and define the four types of reading assessment, and when each should be administered. How can these assessments help in your planning and teaching? The four types of reading assessments are: o Screening- this is a brief assessment that focuses on critical reading skills strongly predictive of future reading growth and development, and conducted at the beginning of the school year with all children in grades K-3 to identify children likely to need extra or alternative forms of instructions. Screening is a pre test that helps you plan teaching instruction by providing value information needed to individualize your teaching instructions.
o Diagnostic- is an assessment conducted at any time during the school year when more in dept analysis of a student’s strengths and weakness is needed to guide instruction. Diagnostic is use to detect/identify reading difficulties so that the instructor can plan that meet the specific needs of the student.
o Progress Monitoring- is an assessment conducted a minimum of three times a year or on a routine basis using comparable multiple assessment forms to estimate rates of reading improvement, identify children who are not demonstrating adequate progress and therefore require additional or different forms of instruction, and/ compare the efficacy of different forms of instruction for struggling readers and thereby design more effective, individualized instructional programs for those at-risk learners. This test is use to monitor the student’s learning progress growth.
o Outcome-is an assessment for the purpose of classifying students in terms of whether or not they achieved grade level performance or improved. This is a post test that is used to determine if the intervention services and instructions the student received were successful.