Evaluating developmental

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Psychology

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Jan 9, 2024

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Uploaded by CorporalFangCoyote35

Billy is a child of four years and eight months. He continues to reply and speak in one-word phrases. Usually, at this age, kids should be speaking in complete phrases and having discussions. Billy does not appear to have reached the age-appropriate linguistic developmental milestone. Based on my observations and assessments, the specific academic concern for Billy is a delay in reading comprehension skills. He struggles to understand and interpret the meaning of texts, which affects his overall academic performance. This is a evident in his response of “Block!” when asked which center, he would like to go to, and his explanation of “Fun!” when asked why. These one-word responses are typical for Billy and indicate a delay in his language development. This concern can be identified as a delay in milestone because reading comprehension is an important skill that students typically develop during their early elementary years. Billy’s difficulty in understanding texts suggests that he may be behind his peers in this area of development. To determine if the concern is a delay in a milestone or a learning style preference, it is important to consider the typical developmental path for reading comprehension skills. If Billy’s struggle is significantly below what is expected for his age, it is more likely a delay in a milestone. However, if his difficulty is consistent with his learning style preferences, it may indicate a need for differentiating instructional strategies. Some instructional strategies to support Billy in the classroom. Differentiated instruction will provide Billy with reading materials at his instructional level, ensuring that they are appropriately challenging but not overwhelming. Use graphic organizers, visual aids, and other visual supports to help him organize and comprehend information. Offer alternative ways for him to demonstrate understanding, such as through discussions or hands- on activities. Explicit reading comprehension instruction will teach Billy specific strategies for improving reading comprehension, such as making predictions, asking questions, and summarizing. Model these strategies and provide guided practice opportunities. Use a variety of texts and genres to expose Billy to several type of content and help him develop a broader understanding of reading materials. Collaboration with other professionals reading specialist collaborate with reading specialists to assess Billy’s specific reading comprehension difficulties and develop targeted interventions. The reading specialist can provide additional expertise and resources to support Billy’s progress in this area. Consult with speech- language pathologist to determine if there are any underlying language or processing difficulties that may be impacting Billy’s reading comprehension. The speech-language pathologist can provide strategies and interventions to address these challenges. Shared reading is one activity that families can do with Billy at home. Families can be encouraged to do shared reading activities with Billy. This involves taking turns reading aloud, discussing the story, and asking questions to promote comprehension. Families can also provide support by modeling reading strategies and providing feedback. Encouraging families to read aloud to Billy regularly. This helps expose him to a variety of texts and models fluent reading. To improve understanding, families can also have conversations about the narrative, characters, and themes. I will communicate Billy’s progress with his family through regular parent-teacher conferences, progress reports, and written communication. I will provide specific feedback on his reading comprehension skills, highlighting areas of improvement and areas that still need development. Additionally, I will be available to meet with the family as needed to discuss any concerns or questions they may have about Billy’s progress.

References: Cain, K., & Oakhill, J. (2011). Matthew effects young readers: Reading comprehension and reading experience aid vocabulary development. Journal of Learning Disabilities, 44(5), 431-443 Kendeou, P., van den Broek, P., Whie, M.J., & Lynch, J.S. (2009). Predicting reading comprehension in early elementary school: The independent contributions of oral language and decoding skills. Journal of Educational Psychology, 101(4), 765-778 National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. National Institute of Child Health and Human Development. Snow, C.E., Burns, M.S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. |

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