Definition Of Vocabulary Terms After Reading

The San Diego quick assessment was originally devised by Margaret La pray and Ramon Ross and published in the “Journal of Reading” in 1969, as a quick way to gauge a student’s readability. Words were selected for 13-grade level, Pre-Primer through 11th grade by drawing words randomly from basal reader glossaries. (Blackley) Words were also drawn from the glossaries of basic readers and from 1931 “Teacher’s Word Book of 20,000 Words by E.L. Thorndike.

Addison read a narrative and an expository passage at Level P, “Plenty of Pets” a narrative passage and then an expository passage, “Animal Instincts”. Addison read both passages with 96% and 99% accuracy respectively. She scored satisfactory on both passages. When reading Level Q, she read a nonfiction passage, “Not Too Cold for a Polar Bear” with 97% accuracy and excellent comprehension. At Level R, she read with 95% accuracy and satisfactory for comprehension, although it is deliberate and arduous. However, when Addison read a narrative and expository text Level S, “Could Be Worse” and “Amazing Animal Adaptations”, reading both passages below 95% accuracy. When considering a fluency score, Addison primarily reads in three and four word groups, however it is not smooth and lacks expression with a slow rate most of the time. Aimweb progress monitoring data were considered to determine Addison’s correct word per minutes. According to the data, Addison’s word recognition skills significantly impacts her ability to read fluently, thus causing frustration. She is currently being progressed monitored at a third grade level, indicating she falls near the thirty third percentile when compared to third grade students nationally, reading a median of 109 correct words per minute.

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.

Sebastian was provided with 4th, 5th, and 6th grade. In the 4th grade passage Sebastian read the passage in 1 minute and did not miss words, placing him at an independent level for reading, comprehension, and retelling of the passage. In the 5th grade passage, Sebastian missed two words, he reversed the word “everyone” with “everytime” and the word “with” with “what.” This placed him at independent reading, comprehension and retelling of the passage level in reading. Lastly, in the 6th grade reading passage, Sebastian substituted 4 words and did not read the suffix of -ed for 1 word. Sebastian read “colossal” as “caleal,” “Eldwood’s’ as “Edward’s,” “felt” as “fell,” and “clothing” as “learning.” The word that Sebastian omitted the -ed from was “riled” instead he read it as “rile.” The errors indicated that Sebastian was at an instructional level in reading. In the comprehension questions, he missed 1 question which placed him at an independent reading level. As for retelling the passage, he was also placed at an independent level.

Over the years, she has persistently worked with teachers and children in grades K-4 to increase the school’s reading scores. She readily tries new teaching strategies, which led to the implementation of guided reading in our school. Gale assisted in the training and execution of this research-based practice with overall success and approval by our entire faculty. She continues to conduct workshops and when asked, enters a classroom to offer suggestions and training for those teachers in need of extra assistance. Gale is swift, structured, and reliable which makes her someone teachers go to when they have questions, need assistance; and when they are new to the school and require further understanding and

An important variable in a student’s reading ability is their knowledge and use of various reading strategies such as inferring, questioning and evaluating (Paris, Wasik, & Turner, 1991). Initially Dana should work specifically on monitoring/clarifying while she reads, she seems to understand when something doesn’t make sense and she should be taught how to fix her reading when it doesn’t such as backing up to re-read, cross checking and checking for

The student read aloud will serve as a formative assessment on fluency and word recognition.

Addison’s mother feels that Addison is not a proficient reader. She feels that Addison is a slower reader. Addison’s mother stated Addison sometimes struggles with longer word and can’t keep the flow of the sentence, but acknowledges Addison’s comprehension is a strength when mom does a read aloud with Addison. She frustrates easily when reading multisyllabic words because she lacks decoding skills. Addison enjoys reading books to herself and to her younger siblings, but often lacks the motivation to read independently. Typically, Addison reads 10-20 minutes every day at home. Addison’s parents are very supportive and stress the importance of reading. Addison has a public library card and the home has a wide variety of reading materials in the house.

According to Hasbrouck & Tindal Oral Reading fluency data, the average student reads 151 wpm correctly by the end of 8th grade (Hasbrouck & Tindal, 2005). Ana currently reads 40 wpm correctly at a seventh grade reading level. Given a timed one minute reading paragraph at the seventh grade level, Ana will improve her oral reading fluency from a baseline of 40 wpm to 50 wpm on two out of three consecutive probes at her instructional level with 95% accuracy by December 7, 2016 using easyCBM reading passages.

Sam is an 8-year-old third grade student at Rowayton School in Norwalk, CT who has received intervention since Kindergarten. Speech and Language services are provided for one hour, and Resource support is provided two hours weekly. Sam’s end of second grade assessment data revealed that she is approximately one full grade level behind her placement in Oral Reading Fluency. She read 49 words per minute with 92% accuracy; which is below the end of year benchmark at 87 words per minute with 97% accuracy. However, Sam’s score of 30 exceeded the grade level benchmark for retell of 27 because her retell included using at least three events from the passage.

per minute that they read from an average of two hundred fifty words per minute to

struggling reader. As a class read their material in pairs, I heard one little girl

This running record was on the book, Me and My Dog, which is a green 2 level text and was read by a 6 year old student. This report will analyze and discuss this students processing and comprehension strategies used throughout the running record, and how they can develop further with their reading 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.

After the completion of these assessments, Lucy’s reading skills continuously improve by practicing reading strategies for word study that begin at the transitional long vowel patterns within word patterns stage. Word Study strategies should start as a teacher-directed two-step sort that examines the CVC,