Case Files for Two Students Essay

By creating a student case report, a teacher of reading can develop a holistic understanding of a child's reading development. The benefits of keeping a case report include having diagnostic, formative, and summative data on a student's reading progress combined with anecdotal and teacher observational data which provides contextual information on the student. Therefore, allowing the educator to make more informed instructional decisions regarding a reader as well as provide the most accurate and detailed information to parents and other stakeholders (such as special education professionals or educational psychologists) as needed. With a case report, such as an Informal Reading Inventory, the educator can build on a wealth of knowledge about the readers' holistic literacy (phonemic awareness, phonics, fluency, comprehension, vocabulary) in order to determine what the next steps will be for the reader.

The Simple View of Reading (SVoR) model suggests that children must have language comprehension and word recognition skills to be proficient readers, Medwell et al (2014). Jim Rose’s report (2006, p. 40) outlined the Simple View of Reading as a useful framework, which would make explicit to teachers what they need to teach about word recognition and language comprehension (see appendix 1). Before the Rose report, reading was defined as decoding black marks, Graham and Kelly (2012). After this the searchlights model suggested that phonics, grammatical knowledge, reading comprehension and graphic knowledge are equally useful tools when learning to read, Ward (2008). The Rose report’s Independent Review of the Teaching of Early reading reconstructed this model and created the SVoR. Rose (2006, p. 38) determines word recognition as a process which allows you to use “phonics to recognise words” and language comprehension as the means by which “word information, sentences and discourse are interpreted.” The SVoR suggests that, to become a fluent reader, the skills of language comprehension and word recognition are equally important and dependent on each other. Gough and Tummer first mentioned this model, as stated that “comprehension is not sufficient, for decoding is also necessary” Wyse et al (2013, p.

The United States Court of appeals ruled that the suppressed evidence is purely impeaching evidence and no defense request has been made, the suppressed evidence is material only if its introduction probably would have resulted in acquittal. Given a minor role of Phillips' testimony and the limited impact that Phelps statement had on the jury's assessment of Phillips credibility, Maddox could not demonstrate that so the evidence probably would have resulted in an acquittal. Also, the evidence was immaterial under United States V.Blasco; the defendant filed a joint motion to suppress all physical evidence gathered by the officers and any statements made by the defendant. The magistrate found that the defendant did not have to raise a fourth amendment challenge and its suppression did not violate his (Maddox’s) due process right. For ongoing reasons, the district court's dismissal of Maddox's habeas petition was affirmed.

b.What are the amounts and timing of the acquisition investment’s free cash flow from 2013 through 2022?

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

Question #1: How would Sheryl Sandberg’s leadership style be described based on the four behavioral leadership styles?

Case 12-02 To Recognize or Not to Recognize, That Is the Question Shakespeare Inc. (“Shakespeare” or the “Company”) is a privately held book printing and publishing company with a December 31 year-end. The summary balance sheet as of December 31, 2010, included: Current assets Noncurrent assets Total assets Current liabilities Noncurrent liabilities Total liabilities Total shareholder equity $ 6,500,000 28,250,000 $34,750,000 $ 4,500,000 13,750,000 $18,250,000 $16,500,000

1. Before maturity, a bond may be selling at the face value or at a price greater or lesser than the face value.The terms “premium” and “discount” refer to the difference that exists from the face value of the bond. Bonds selling at a price greater than the face value are said to be at a premium and the bonds selling at a price lesser than the face value are said to be at a discount.

Read Rush Johnson Farms Inc. v. Missouri Farms Association, 555 S.W.2d 61 and post a draft case study to the discussion board. Identify the Facts, Issue, Holding, Reasoning and Disposition. Case study #1 will be due week 3. This exercise will help you work through the reading a case prior to receiving a grade. Use the LEXIS NEXIS database through the Webster library to access the case.

Area of Concern #1: In several case files, and across local offices, the federal review team noted instances of data entry that took place two months or longer after the actual activity.

Q1. Review the case details Exhibit 5 “Survey Questionnaire and Response Distributions” and Exhibit 6 “Buckingham’s pricing matrix worksheet.” Complete filling in the pricing matrix worksheet for Exhibit 6 as taking the role of Larry Buckingham.

Build the management-research question hierarchy, through the investigative questions stage. Then compare your list with the measurement questions asked.

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.

Learning to read is one of the most foundational skills needed for educational success. As children learn to read they develop the ability to decode, interpret, and store information from what they are reading. Reading comprehension allows a child to gain meaning from text and decoding allows a child to process sounds into words. Reading is vital to educational success because it allows a student to learn new information and build upon their prior knowledge. Students who attain reading skills are more likely to achieve academic success while students who have reading difficulties are likely to struggle academically and fall behind their peers. Reading difficulties have been prominent within the US for years. For example, the most recent National Assessment of Educational Progress statistics shows that only about 33% of fourth graders are at or above proficient at reading (National Center for Educational Statistics, 2011). Studies show that the cause of reading difficulties is based primarily on genes, environment, and instructional experience (Vellutino, Fletcher, Snowling, Scanlon, 2004). Students with a language learning disorder have difficulty comprehending spoken and written language thus making it difficult to learn new information. Children with reading disabilities are more likely to struggle during elementary school years as students are asked to think about what they read more critically. Speech language pathologists and teachers can help

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.