Dj's Instructional Level Analysis

Procedures This study followed three procedures: (1) the Burke Reading Interview (BRI) (Burke, 1987), (2) a Reading Miscue Inventory (RMI) (Goodman, 1973b), and (3) a Retrospective Miscue Analysis (RMA) (Goodman, Y. & Marek, 1996). In the forthcoming sections, I will explain in detail the protocols required for each of these procedures.

A doctor once said ‘the more that you read, the more things you will know. The more you learn, the more places you’ll go’. That doctor was, of course, Dr Suess in his book 1978 book, I Can Read with My Eyes Shut!. Reading is the orchestration of many skills. It is much more than simply decoding words. The National Reading Panel Report (A Closer Look, 2004, p. 1) summarised a child’s reading process and teachers’ effective reading instruction into five essential components. These five critical elements are phonological awareness, phonics, fluency, vocabulary and comprehension. Each element is individually important; however, each cannot occur independently of one an other. The most effective way to teach these elements is through a balanced

Although different grade levels have varying PALS objectives and goals, each goals aims to minimize the gap between low educational attainments of ELLs with LD by teaching students to choose appropriate reading strategies in order to aid in reading comprehension. Saenz, Fuchs and Fuchs (2005) describe Kindergarten and 1st grade PALS goals as developing skills such as phonological awareness, letter-sound correspondence, and sight word recognition. Grades 2-6 PALS includes partner reading with retell, paragraph shrinking, and prediction relay. Saenz et al. (2005) describe the goals of these strategies as “to increase strategic reading behavior, reading fluency, and comprehension. The strategies included in these activities are cumulatively reviewing information read, sequencing information, summarizing paragraphs and pages, stating main ideas in as few words as possible, and predicting and checking outcomes” (p. 232). In this study, the grades 2-6 PALS has been proven effective for increasing the reading performance of ELLs with LD when students spend time in both peer

To determine Bailey’s reading level, she was given reading assessments including the Bursuck & Damer Advanced Phonics Diagnostic assessment and a Qualitative Reading Inventory (QRI-6) which includes a word identification list. The phonics assessment was given to help analyze her phonic awareness and phonics skills to determine if she had an understanding of letter/sound correlation which will affect decoding ability. The evaluation tested numerous phonics aspects including several vowel combinations, consonant diagraphs and blends, other letter combinations, contractions, inflectional endings, hard and soft ‘C’/’G’, prefixes, and suffixes. These skills help to read words that are not recognized by sight. Word identification list can also help determine the passage level to begin with. The QRI-6 analyzed other components of reading including fluency, background knowledge, skill use, and

Reading is believed to be an easy task, something we all learning and develop through the years as we grow, however, is it really that simple? To reading and understanding are both essential when a student begins to read. It is a complex action that requires a multitude of different actions/components, all working at the same time, to become a successful reader. The components that are pertinent to reading are: comprehension, oral language, phonological awareness, phonics, fluency and vocabulary. Without these components, reading may very well be irrelevant because it does not make sense to read and not understand what is being transmitted/relayed. According to the National Reading Panel (NRP), “a combination of techniques is effective for

Program Evaluation: Wilson Reading System The Wilson Reading System (WRS) is marketed for students from grades 2 to 12 who are not making sufficient progress with their current Tier 2 intervention and need a more intensive intervention at Tier 3. It is used most often with students in upper elementary to high school. The program can also be used with adults who need remedial reading services. Specifically, the program is based on the Orton-Gillingham approach to reading instruction. This approach relies on direct instruction, incorporates ideas of “how” and “why” individuals learn to read, and explores multi-sensory methods (auditory, visual, and kinesthetic). It is intended for individuals who have problems with phonological awareness or orthographic processing.

READING The Basic Reading Skills composite measures T’Niq’s ability to read a list of words and correctly pronounce nonsense words. T’Niq’s standard score of 72 falls in the low range at the 3rd percentile, indicating that he performed the same as or above 3 percent of his same-aged peers. Based on T’Niq’s performance on this composite, it appears that he will benefit from explicit instruction on word recognition skills and phonics skills.

I observed fluent reading, he read accurately with some self-correction, at a steady speed. He also added intonations appropriately. Overall he read very smoothly. Some of the words were not always articulated correctly, but I did not count these as errors, as this is a reflection of his speech impediment and not his reading ability. He also had a good understanding of what he read. His comprehension of what happened in the story and what was being inferred was on

Response Definition and Measurement The three participants’ target behavior was number of correct words read per minute. A word was considered correct when the spoken word matched the written word within three seconds. If the spoken word did not match the written word or was omitted, it was scored as incorrect even if self-correction occurred. If a word was inserted while reading a passage, it was ignored for scoring purposes. At the beginning of a reading passage, a timer was set for one minute to measure the duration of the reading. After one minute, the participants were asked to stop reading and a fluency rate (WCPM) was calculated.

This article described reading difficulties aligned to the Simple View of Reading (as cited in Gough & Tunmer, 1986). They went into depth about three types of poor readers: (a) dyslexia- those with poor decoding, (b) language comprehension- poor reading comprehension, and (c) listening comprehension- impairments in both decoding and language comprehension. Further, they broke down how each reading difficulty is believed to manifest, is measured, and what it specifically affects.

Whether the task is understanding mathematical word problems, analyzing research articles in science, or summarizing instructions from a shop class manual, it is self-evident that learning cannot occur independently of reading. Furthermore, Trelease cites the 1983 Department of Education report, which reads, “The single most important activity for building the knowledge required for eventual success in reading is reading aloud to children,” (Trelease, The Read-Aloud Handbook, 2013, p. 1). From an evidentiary standpoint, this report draws credibility from a compilation of twenty five years’ worth of research projects and is given its authority because of its connection to the Board of Education. On the same token, Trelease introduces findings from another report, this time from doctors Hart and Risely at the University of Kansas. In short, their findings strongly correlated the volume of words heard at home to student success at school (Trelease, The Read-Aloud Handbook, 2013, p. 2). When the students heard fewer words at home, students were less successful; inversely, when students heard more words at home, students were more successful. In conclusion, Trelease’s ultimate supposition rests on these conclusions: literacy is extremely valuable in general education, while reading aloud is crucial to developing

Relevant Background and Demographic Information Zachary is a six year old boy who attends Barstow Elementary School. He is currently a kindergarten student and will be moving on to first grade in the fall. Zachary identifies with the Caucasian community and is English speaking. He is currently attending public schooling and

(2011), and Johnson and Goswami (2010) all provide evidence that PA is an indicator of early literacy abilities in the DHH population. Cupples et al. (2014) controlled for many variables such as receptive language, nonverbal cognitive ability, and various relevant demographic variables. Researchers from this study found that the relationship between PA is associated with early reading skills, but not other academic areas, specifically, math reasoning. This is important to note because it shows the direct and distinct correlation between PA and reading. Moreover, Dillon et al. (2011) found a strong correlation between the children’s reading scores and their PA abilities demonstrated by LAC3, PIAT Reading Recognition, PIAT Reading Comprehension, PIAT Total Reading, WRMT-WA, and PPVT test scores and their equivalent scores comparatively. Furthermore, Johnson and Goswami (2010) conclude that their participant’s reading development, measured by reading standard and quotient scores, was significantly linked to PA. If taken as truth, these results have considerable implications to Communication Sciences and Disorders as well as the DHH population because they outline a clear approach to the prevention and treatment of early literacy

Instructional Setting and Content Area The instructional setting is a family and consumer sciences sewing lab classroom at Wahlquist Junior High in Farr West, Utah. Equipment in the room includes 35 sewing machines, 8 sergers and 3 embroidery machines. Many other minor pieces of equipment are also located in the classroom such as irons and rotary blades.

Kurtis’ overall achievement in reading and written expression fell within the average range with slightly low average scores in reading fluency and oral reading when compared to his same aged peers. Kurtis struggled with word attack skills and had difficulty with sounding out of words. Kurtis could identify beginning sounds, but when he was asked to read nonsense words he struggled with short vowel sounds and correct pronunciation. However, Kurtis’ Letter-Word Identification and Passage Comprehension were within the average range. When he read sentences orally he mispronounced words, and did not slow down to correct his errors even when they did not make sense. On the reading fluency subtest, he was required to read a short sentence and