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Niagara University *

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575X

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Communications

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Feb 20, 2024

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docx

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Uploaded by SuperHumanFlag10512

Brooke Fillmore EDU 575X January 28th, 2024 Content: - Secondary schools need to be equipped to help these students become better readers. With a more diverse student population entering middle and high school than ever, the challenge of educating underprepared readers will only increase. - While many poor readers have developed coping strategies, they rarely improve their academic performance or test scores. - Research shows that the gap between good and poor readers widens in later grades. - The best approach is a systems approach, which sets high expectations for all students and includes specialized, intensive interventions for under-prepared students. - To establish an effective reading plan, it is helpful to create four categories of learners with different levels of curriculum, instruction, intensity, and duration, according to Edward J. Kame'enui and Deborah C. Simmons in What Reading Research Tells Us About Children with Diverse Learning Needs: Bases and Basics. - To meet the needs of struggling readers, schools must rethink their organization, schedules, curriculum materials, programs, and teacher training. - The most effective reading intervention programs have the following systemic components: adequate training for all teachers expected to teach the programs, teacher coaching, and ongoing classroom support; knowledgeable leaders able to monitor and support instruction; appropriate student placement and scheduling with student-teacher ratios and time blocks that adhere to proper progress monitoring and diagnostic assessments; and regular time to analyze student assessment data and plan immediate interventions to address both student needs and teacher support needs. - Professional development can occur in traditional workshop settings and seminars, during collegial meetings at the school, and within the classroom. Our design for professional development includes theory and research, modeling and demonstrations, structured practice and feedback, coaching, and classroom application. - The reading support provided in elementary schools differs significantly from that in secondary-level schools, indicating a notable discrepancy in the level of support offered. - The challenge of supporting struggling readers in secondary grades is growing, and the number of struggling students is anticipated to increase unless changes are made. - Students classified as having special needs are frequently the sole recipients of support, highlighting a lack of support for other students in need. Reflection:

- I pursue knowledge in this subject because it is fundamentally important to comprehend the challenges students face in reading and educators' crucial role in evaluating and adopting innovative approaches to address these difficulties. Application: - The reading has provided abundant resources that will undoubtedly equip me with the necessary tools to implement numerous brilliant ideas effectively within my classroom. By acquiring and wholeheartedly applying this newfound knowledge to my teaching practice, my students and I will significantly benefit from its positive impact on our learning journey. References: Sumner, E. (2022, February 22). Triage for struggling adolescent readers - teacher professional learning: Literacy, math: MTSS . Teacher Professional Learning | Literacy, Math | MTSS. https://www.corelearn.com/triage-for-struggling-adolescent-readers/

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