Critique Of The Lindamood Bell

In this essay, the author throws out facts, statistics, and studies. He gives the fact that, “…forty-four million can’t read – and perhaps close to another two hundred million can read but usually don’t” (Moore, 129). This is a scary fact that happens in reality. On the other hand, when Moore defies this fact, he tells the readers that, “How did I learn this statistic?

Wilson, Faggella-Luby, & Wei (2013) present a cogent plan for Tier 3 Response to Intervention (RTI) for secondary students with reading disabilities, content, and pedagogy planning tools, content instruction, and instructional method implementation. Both research application lacks concerning Tier 3 RTI in high schools (Wilson et. al). RTI is curriculum that addresses the learning needs of all students that also includes screening and monitoring progress. Continuing, Wilson et. al define Tier 1 RTI, core curriculum for all students serving the needs of 80% of students, Tier 2 RTI, small group instructional intervention, serving the needs of 15% of students, and Tier 3 RTI, an intense one to one intervention for students who continue to struggle beyond Tiers 1 and 2, serving 5% of students. Wilson et al. provides information the reader needs to understand in the article without clutter, expressing their writing with economy (Zinsser, 2013). The article is unified in theme, gives enough information without giving too much, and follows a clear progression (Zinsser). “More simple, than complex” (Henson, 1999, p. 58), Wilson et. al’s article is an example of good writing.

On January 30, 2018, at 2:00p.m., my newsletter presentation was given to four teachers in the exceptional children’s department at Douglas Byrd High School. It was important for me to review the newsletter with my coworkers because our work team is currently in the process of gathering new information for the start of the new semester which began on January 26, 2018. The age range of the students in our department range from 15-19 years of age; however, because of their varied learning disabilities and function levels, we use a lot of beginning reader teaching methods in an effort to work more effectively with all of our students.

It is unsettling to imagine what my life would be like if my father was not fortunate enough to receive the education and guidance that he had. Maybe my parents would not have left the crime-ridden streets of Johannesburg to seek safer lives. I probably would have followed in my grandfather’s footsteps and worked in the grim conditions of a South African gold mine. Perhaps I would become a discouraged alcoholic like my uncle, working as an underpaid, over-scheduled steel mill welder. It is not possible to know, but in most likelihood, I would not be in the fortunate position I am now. Education is a necessity to attain a prosperous life. A strong educational foundation must concentrate on the skills of reading and writing. Often a quality education is not accessible to lower socioeconomic class citizens, which results in those people remaining stagnant in their current class. In Sherman Alexie’s essay, “The Joy of Reading and Writing: Superman and Me”, it is clear that individuals of lower class designations must seek alternate methods to become literate to compensate for the limited opportunities they have due to stereotypes that obstruct access to effective education.

inmates cannot read, they also are less educated than their fathers had been (Nealy, 2008,

According to the Georgia Department of Education, the Georgia State School Board of Education adopted a new set of standards known as the Common Core State Standards for English Language Arts. Since the Common Core Standards State Standards assess the same English Language Arts standards as the Georgia Performance Standards, Georgia’s curriculum is called Common Core Georgia Performance Standards. Of the ELA standards for first grade, one requires that students be able to ask and answer questions based on the details in a text. This standard also requires that the student be able to retell stories, including details, and demonstrate comprehension. This could be an issue for special needs students. Students with a learning disability in reading often have difficulty comprehending texts in books and other reading material that is written at their grade level. However, there are many strategies to use to improve reading comprehension in struggling readers. With the increase use of technology, my review is written to determine if pre-recordings readings are more effective than teacher-led read aloud in improving comprehension skills of students with disabilities.

Ironically, this decline in reading shields young boys and holds them from molding into young men. Though, there is no surprise that the falling rates of political awareness coincides with declining levels of literacy reading. Advanced literacy is a intellectual skill that americans cannot afford to lose, if

Creating and implementing effective lessons for a literacy learner who is struggling with reading and writing takes much effort and appropriate resources. Throughout the Literacy Development course, I have gained much insight and resources that have become valuable tools in addressing students’ literacy needs. Each week, I conducted lessons and activities that targeted the needs of many students, but my initial focus on was on one particular student. His individual reading level, spelling development, and writing abilities were analyzed and the recorded data was used

Pea Ridge High School (PRHS) has long prided itself of being a high achieving school in academics; it is number six in the state for the 2013-2014 school year. Since the implementation of the Common Core Standards, PRHS has found itself having to reteach educators to use the literacy standards because most in the non-literacy/math disciplines still use the Arkansas Frameworks. Not only has the literacy standards been an arduous task to implement in the literacy areas, the high school struggles with the concept of teaching literacy in the areas that are not necessarily considered literacy areas.

In regards to the reading program it is appropriate for each special education and at-risk student. The reading program is implemented with specifications acquiescing to their individual education programs (IEP), and recommended reading levels. Although the students are working together in a small group in the second tier of the intervention process, each student progresses according to individual achievement based on goals designated in their IEP, and teacher recommendations based on their current reading grade level. The individual responsiveness of each student determines whether they transition to the third tier of the RTI process, or if they are able to appropriately progress at the current level of intervention. Presently, the two at risk students have maintained the status quo, not progressing sufficiently, and have

The single most significant factor influencing a child’s early educational success and achievement is an introduction to books and being read to at home prior to beginning school. Parents must be literate to help their children succeed.

The number of prison cells should not be determined on premature kids’ reading levels. Years ago, the government did not have enough prison cells to put the prisoners in so they moved them to different states. They were getting tired of moving them around different states so they decided to make a plan to predict the number of prison cells months in advance so they would not come across this problem. They believed that third and fourth graders who have below average reading levels are most likely to end up in prison. You could argue that if kids know about the school to prison pipeline at a younger age, during 3rd and 4th grade, you would think that they would try harder to read and clean up their act into reading, but why would you want to

Students with disabilities are at a higher at-risk for dropping out of high school at a greater rate than typically developing peers (Pyle & Wexler, 2012). Students with identified disabilities are required to a free and appropriate public education (FAPE) according to law, and these students have unique needs that general education curriculum cannot meet on its own. However, there is abundant research that discusses various literacy interventions and strategies that can be effective. These interventions can be used in a school setting by any certified teacher (regular education or special education). This literature review will discuss some of the various reading and writing strategies as well as best practices for literacy in order to ensure students with disabilities are given the best chance for success. By providing timely interventions, monitoring progress, and analyzing data, it can be possible to increase achievement for those students with identified disabilities.

Reading – the ability to represent the sounds of language by written symbols has existed for approximately 4000 to 5000 years and is inarguably one of the most fundamental and wonderful technique humans have ever developed. However, despite much effort and funding dedicating to wide literacy development, even now in America for instance, 50% of adults cannot read a book written at an eighth grade level (National Center for Learning Disabilities). In order for the entire population of today’s society to have proper reading skills, scholars and educators around the world realize that literacy movements need to focus on much earlier stages of human development. Researchers in the education field have reached a consensus that reading is crucial in childhood by revealing supporting evidence from studies focused on children aged 0-6 years, 6-12, and young adolescents. Many interesting findings also include that reading proficiency of children is critical because it can reflect society’s criminal and economical status. Moreover, modern studies show that the importance of childhood reading cannot be fully explained without mentioning the environment where children are raised, as the environment greatly affects children’s reading proficiency.

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