Bottom-Up Approach In Addressing Reading Difficulties

The leveling system is used to determine the reading levels of the students, as measured by scale of Fountas and Pinnel Guided Reading on A through Z, proficiency reading scores F-Far Below Proficient, BP- Below P-Proficient, and AP-Above Proficient. The researcher only measured levels B through V for second and third grade student in this study. In addition the researcher also analyzed advanced degree level teachers. The teachers in the study took the added steps to add valued contributions to reading instruction and assessment. The researcher also, looked at varying years of experience of national board certified teachers, advanced degree teachers with school as the random effect. There were several schools who participated in the study. The study provided valuable data of national board certified teachers that may prove to be useful to implement more rigorous programs to recognize effective reading

During the next two decades, the focus of reading instruction shifted away from phonics based basal reading programs. Instead, research suggested teaching children how to think and

Many students were reading below grade level, and Tyner needed an intensive reading model that could fill in the gaps of each student’s literacy. She began using a basal reading program called Early Steps (Morris, Tyner, & Perney, 2000). Tyner decided to use some of the components of Early Steps to develop her own reading model that would focus on the needs of beginning and struggling readers. The Small-Group Differentiated Reading Model consists of a framework specifically designed for beginning and struggling readers so that they may progress through the appropriate developmental stages and become proficient

he most fundamental responsibility of schools is teaching students to read. Indeed, the future success of all students hinges upon their ability to become proficient readers. Recent scientific studies have allowed us to understand more than ever before how literacy develops, why some children have difficulty, and what constitutes best instructional practice. Scientists now estimate that fully 95 percent of all children can be taught to read. Yet, in spite of all our knowledge, statistics reveal an alarming prevalence of struggling and poor readers that is not limited to any one segment of society:

In order to narrow the achievement gap there is a big focus of phonics knowledge and learning that reading should be a pleasurable thing to do and not a punishment. Too many pupils

“ Models of the reading process often depict the act of reading as a communication event between a sender and a receiver of information ”(Vacca et al., 2012). Models are developed to describe the reading process and how a reader interprets language and gains meaning from print. Bottom up models of reading “assume that the process of translating print to meaning begins with the print”, where as a top down model of reading, “assume that the process of translating print meanings begins with the reader’s prior knowledge” (Vacca et al., 2012). The bottom up model of reading is driven more by data where as the top down model is more conceptually driven. When using a bottom up model, letters, syllables and words are used in order to initiate reading. The use of letters, syllables and words helps the reader to form meaning. Where as the top down model is based off of a reader’s prior knowledge and experience. With many different literacy programs, a teacher’s belief system helps to determine how students can best be taught how to read. “One way to examine your beliefs about reading and learning to read is to connect them to theoretical models of the reading process” (Vacca et al., 2012). Depending on the teacher, he or she may have a bottom up approach or a top down approach. Teachers, who feel a bottom up method is best, may feel that his or her students must decode letters and words and feel

In 2005, Sir Jim Rose was commissioned to conduct ‘an independent review of best practice in the teaching of early reading and the range of strategies that best support children who have fallen behind in reading to catch up’ (Ofsted, 2005). Leading on from this, in 2007, legislative changes were made the National Primary Curriculum, making a profound impact upon the teaching and learning of reading and English in primary schools throughout the United Kingdom. These changes were implemented from the recommendations stated by Jim Rose in ‘The Independent Review of the Teaching of Early Reading (from here on referred to as ‘the Rose Review’), published by the Department for Education and Skills (DfES) in 2006. The review scrutinized

Reading is a means of language acquisition, of communication, and of sharing information which is essential in being a productive member of society. If and when a student missed an opportunity to learn the skills necessary for reading, it’s has a profound impact on their lives. As educators we realize that teaching all children to read requires that every child receive excellent reading instruction. We are also aware that children, who are struggling with reading must receive

It has been shown that if students start at an early age to learn to read and write their learning in all content areas will improve. It is for this reason it is important for secondary teachers to understand early reading acquisition as to incorporate those reading skills in lesson to accommodate students with reading deficiencies. Educators can understand the building blocks of how a student learns and develops into a successful reader in order to help them develop their reading skills. If teachers understand reading acquisition they can better assess their students’ reading level. As such, the role of professional judgement in understanding the selection of reading or writing material is to know their students reading needs and select materials

As the United States falls farther behind on education tests in math reading and science, there has been a push for a redesign of the education system. Of the 64 countries tested in the Program for International Student Assessment (PISA) in 2012, 19 other industrialized countries ranked ahead of the United States (United States, n.d.). Because of these results and the stagnating American education, parents, teachers, and the government are pushing even more standards for math, reading, and science even more. To try to resolve from the problem from its root means that there needs to be a change in how reading is taught. By improving the reading skills of students, it has the potential to promote higher success in other subjects like

In this article Laying, Twyman, & Stikeleather discuss the Headsprout Reading Basic program. Despite the great amount of time and money spent on numerous reading programs, today’s many elementary students are still struggling academically, especially reading. Headsprout Reading Basic Program was scientifically designed and revised to help reach all students be successful readers.

Using the bottom-up approach to disseminate the information for teachers and students affected by the Leveled Literacy Intervention program (LLI). Chen (2015) explains that if a “real world program is found practical, an effective evaluation provides systematic and evidence of the of the intervention’s effectiveness long-term and in the real world” (p. 400). Accelerating the dissemination of effective interventions and practices are indispensable to LLI and the improvement in reading achievement (Ng & Bartlett, 2017). The bottom-up reading model ensures sustainability of effective intervention or training and developed by stakeholders and researchers (Ng & Bartlett, 2017; Chen, 2017). Notably, it is the process of getting teachers to collaborate

Reading is a skill often taken for granted but it is essential in order to progress in life. For a child being able to read well helps them learn new things, give ideas and enables use of imagination. National literacy trust (2015) suggests that children’s early language skills can have a major impact on a child’s development of literacy skills. Five-year olds with poor language and literacy have a higher risk of underachieving at age seven and beyond. Reading skills encourage more opportunities in life and it can affect a child’s wellbeing if they do not achieve this effectively (Finnegan,2015).

Many students around the United States have reading difficulties, which can be due to a variety of reason such as: low socioeconomic status, family history of learning disabilities, a neurological disorder, limited exposure, etc. Reading difficulties can lead to further problems with education and learning, therefore the struggles should be addressed and intervention techniques should be implemented promptly. The interventions need to be individualized for the student based on their needs in order to improve the student’s reading to the best of their abilities.

When data from students who had average accuracy and fluency scores, but lower comprehension scores were compared to data from those with similar accuracy and fluency but average comprehension, the consistent differences were found to be lower oral language and vocabulary skills in the poor comprehenders upon entry into formal schooling. (Nation, Cocksey, Taylor & Bishop) Thousands of dollars each year are spent on intervention, trying to improve the reading of children that show delays. When one reads, the clear goal is comprehension of what is read. Without communication of ideas between the author and reader, decoding texts is pointless. Most intervention programs are focused on phonics and word decoding. Oral language interventions concurrent with vocabulary and comprehension tasks at age eight have been shown to lead to significant improvements in reading comprehension. (Nation, et al., 2010). Reading comprehension is not merely a product of being able to decode words and sentences. How we teach children to process and integrate the ideas found in text can have a large impact on their ability to function in a world of ever expanding knowledge and information.