Evaluate The Effectiveness Of Using Organisational Strategies

Learners can have reading partners who can offer them confidence to improve on their reading skills. By doing so, an instructor offers the learners the chance to nurture their skills in comprehension, vocabulary, fluency. All these skills are vital for a learner to acquire the proper educational abilities that can have a lasting impact on the learner’s ability. The instructor can help a learner to succeed in a reading program by offering the learner a chance to decode the meaning of the words read easily through practice.

Evidence was collected and documented through the use of a student survey, a parent survey, a teacher survey, and running records. The purpose of the student survey was to gain insight on the students’ perceptions of the importance of reading and how well they understood what they read. The purpose of the parent survey was to gain insight on the parents’ perceptions of their family’s reading habits at home The purpose of the teacher survey was to gain insight regarding other teachers’ perceptions of reading comprehension, problems they encountered, and solutions they implemented in their classrooms. The purpose of the running records was to find each student’s instructional reading level so that comprehension activities could be implemented for every student with a text that could be easily read by them. Over one fourth of the students were reading and comprehending below grade level.

In order to build a sound foundation for lifelong learning, we need to develop literacy skills so our students will read, write, speak, and view literature and informational text critically, analytically, and comprehensively. Our school goal is to provide differentiated instruction that promotes phonics, fluency, and comprehension skills and strategies to our students to read at or above grade-level to prepare for College and Career. Our student goal is to build a schema of skills and strategies to enhance reading stamina and comprehension that allows all students to learn, problem solve, and interact as age-appropriate members of society.

Until recently, much of student’s literacy instruction was concentrated in the lower grades. While learning to read students are usually offered narratives, but as learning advances students are more often asked to read informational text leading to gaps in understanding. (Biancarosa) By seventh grade a majority of the text students are being instructed to read are informational. (Fisher and Frey CH1) Mastering literacy is difficult and it involves several phases of development as a reader goes from basic, to intermediate, and then to disciplinary. (Buell) To avoid these laps of understanding explicit literacy instruction needs to be an essential part of every teacher’s curriculum regardless of what grade they teacher or the subject of

Through my close to four-hundred hours of internships in the public school setting and substitute teaching experience, I have worked with a range of children in the elementary setting. The children that I have worked with and continue to work with vary greatly in their ability to read. Some of the students I work with read at

Through my close to four-hundred hours of internships in the public school setting and substitute teaching experience, I have worked with a range of children in the elementary setting. The children that I have worked with and continue to work with vary greatly in their ability to read. Some

Reading can be challenging, and most students struggle with it. Evidence has shown that reading strategies is an important aspect between K-6. For some readers they can pronounce the words but the idea of comprehension can be quite challenging for them. Yet they are readers that cannot decode what they are reading. They find it difficult to make meaning of the sentences which brings us to why reading strategies are very important between K-14.

My action research question is, how will the implementation of organizational strategies impact student independence in a high school special education classroom? I was hoping that through the use of organizational strategies, that the students in a special education setting would gain independence, such as starting and finishing assignments independently, turning assignments in on time, and aware of upcoming assessments in order to better prepare them for life after high school. At the start of the school year, I had the students in my social skills course take a survey to get an idea of their opinion on organization and how they currently stay organized. I implemented a daily organizational check through Google forms that students filled out daily once arriving to class. Since the action research was geared towards student independence, I interviewed students once at the middle of the grading period as well as at the end. Along with that, I also collected data from their general education teachers to get an idea of their independence in the mainstream setting. At the conclusion of the action research cycle, I had the students complete the survey again to compare results.

While primary grade, general classroom, teachers are keenly aware of the importance of early literacy instruction, with increasing class sizes and diverse populations of students in our classrooms, teachers find it difficult to recognize which strategies are most effective for instruction especially for struggling readers. What’s more, teachers may not fully comprehend the implications of students struggling at such an early stage of literacy acquisition and may assume at some point students will “catch up” with peers. However, as research indicates, “…there is evidence that children’s early reading skills in preschool and early elementary school are related to reading skills and achievement later in elementary, middle and high school.” (Cunningham & Stanovich, 1997; Storch & Whitehurst, 2002, as cited in Baroody & Diamond, 2016). Therefore, it is imperative educators intervene as early as possible with effective literacy instruction strategies to engage, motivate and support developing readers.

Fenton-Smith, B. and Stillwell, C. (2010). Reading discussion groups for teachers: connecting theory to practice. ELT Journal, 65(3), pp.251-259.

Educators will experience students with varying reading abilities and motivation levels. This review will provide educators with information that promotes self-reflection on their perceptions of students’ reading abilities and the affects on students. Strategies will be addressed that assures each student has the opportunity to be an effective reader. Classrooms that promote community, provide autonomy, and allow students to be successful will increase intrinsic motivation and allow students to become strategic readers.

Strategy Evaluation: Strategy Evaluation can be defined as a process of determining the effectiveness of a given strategy. Therefore, the purpose of strategy evaluation is to evaluate the effectiveness of a strategy that the organization to achieve predetermined goal. Why is strategy evaluation?  Strategy evaluation is the key function /task of a manager. Thus the importance of strategic evaluation depends on its abilities to coordinate task performed by individual manager, also group,

Me: Hello sir, I’m excited to know how the development and implementation of operational strategies occurs at IGT. I would like to know more about importance of a core strategy.

"Any kind of education is a matter of training the brain. When poor readers are learning to read, remedial instruction helps to shape that area up." Heineman (2009) stated that it’s not enough to say, “These kids can’t read.” Not being able to read can mean a variety of things and we need to be more specific in order to help each

“The degree to which children acquire requisite literacy skills is known to be a strong predictor of future academic success and has long-term social and economic implications for families and societies (Snow, Burns, & Griffin, 1998; Werner & Smith, 1992) (Stephen Green, 2006). In a joint position statement issued by the International Reading Association (IRA) and the National Association for the Education of Young Children (NAEYC), the authors states, "One of the best predictors of whether a child will function competently in school and go on to contribute actively in our increasingly literate society is the level to which the child progresses in reading and writing" (IRA/NAEYC, 1998, p. 30).” Introducing and promoting education and literature at a young age can promote habits of reading and learning for fun and understanding for many years to come.