Gale Lewis

Guided Reading is a component of a balanced literacy program providing differentiated, small group reading instruction to four to six students with

My early reading experiences reflect the history that Vogt and Shearer (2011) describe in the first chapter of Reading Specialists and Literacy Coaches in the Real World. The basal reading programs of the 1970s and 1980s included “leveled readers, phonics activities, and a great deal of comprehension skill practice, usually found on the pages of the accompanying workbooks. The programs also included highly structured, detailed teacher’s guides, with different lesson plans for each of the three instructional groups” (Vogt & Shearer, 2011, p.13).

Critique: Some libraries set specific reading goals and provided children with incentives as they worked to meet their goals; some awarded prizes upon completion.

he most fundamental responsibility of schools is teaching students to read. Indeed, the future success of all students hinges upon their ability to become proficient readers. Recent scientific studies have allowed us to understand more than ever before how literacy develops, why some children have difficulty, and what constitutes best instructional practice. Scientists now estimate that fully 95 percent of all children can be taught to read. Yet, in spite of all our knowledge, statistics reveal an alarming prevalence of struggling and poor readers that is not limited to any one segment of society:

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.

This is a very important component in education to be aware of and when you are a teacher. I interviewed a first-grade teacher at my local elementary school to gain more information about the processes that our local schools go through for professional training, interventions, and in the classroom to ensure that students are developing their abilities in reading. My main focus was on what our school’s process was, how support is given, professional training offered, and what more is needed to be done to increase success for students.

(Counselors Affecting Reading Everyday). My plan would involve developing one-on-one counseling sessions where the students would start off by taking a learning style inventory as well as a reading interest inventory. The purpose of the learning style inventory would be to help the students as well as their teachers to understand how each individual child learns and processes information. The reading interest inventory would serve the purpose of helping the students to find a particular type of text that they may enjoy reading. Upon completion of the learning style inventory and reading interest inventory, the students would begin meeting with the counselor to receive one-on-one reading opportunities using books that students self-select based on their interest. This one-on-one meeting will serve to meet the needs of those students who stated that they did not have anyone at home to read with. The students will utilize the school’s Accelerated Reading program to take quizzes on the books they read with the counselor. After earning their first five Accelerated Reading points, a book will be purchased for the student based on their interest. This incentive plan will serve as a means to provide personal books for those students that do not own any as well as attempting to help them to get over the fear or taking reading tests. During these weekly meetings, the counselor will provide a variety of reading text (based on student

L. Ms. L told me that her job is to supports, supplements and extends classroom teaching, and works collaboratively with other teachers to implement a quality reading program that is research-based and meets the needs of students. She also performs assessment and diagnosis that is vital for developing, implementing, and evaluating the literacy program in general. She is instrumental assessing the reading strengths and needs of students and provide that information to classroom teachers, parents, and specialized personnel such as psychologists, special educators, or speech teachers, in order to provide an effective reading program. Ms. L also acts in the capacity of providing leadership as a resource

Guided reading was a change in how students learned to read before the mid 20th century. Marie Clay was the founder of guided reading in New Zealand in 1967. However, other authors have researched the guided reading program and how to incorporate it into schools. Two familiar authors, Irene Fountas and Gay Su Pinnell, first published their guided reading literature in 1996. The ideas of Clay, Fountas and Pinnell have been used to encourage reading growth for guided reading.

Mrs. Wilson instilled a love for reading in me. In first grade this didn’t seem like much, but as the years went on I saw her impact on my life in many different ways. In fifth grade I was given the opportunity to be “student leader”, presented the opportunity to go to the young grades and read to the kids. I of course chose to read to Mrs. Wilson’s class. This

Author of Engaging Readers, Increasing Comprehension, and Building Skills: The Power of Patterned Books, Stephanie Grote-Garcia is a specialist in literacy skills for struggling readers. Her passion for teaching reading and diagnostic skills stems from her speech and literacy problems as a child (December, 2012). First obtaining a Reading Specialist and Master Reading Teacher, Grote-Garcia then received her doctorate of Philosophy in Curriculum and Instruction and Special Education from Texas A&M University-Corpus Christi.

Parents have been amazed at how LindaModd-Bell has helped their kids to read when they could not read at levels whre they should be reading fluently. Accredited by "Advanced".

Each teacher at the school because a reading teacher for a 30-minute class period twice a week. We were given informational text and some reading strategies.

Bradley Lewis’s Moving Beyond Prozac, DSM, and the New Psychiatry: the Birth of Post-psychiatry, tried introducing contemporary humanistic theory based on post-psychiatry in chapter two. Bradley tried to explain that the concept of post-psychiatry could be supported by discussions through three philosophical approaches: referential, relational and pragmatic. Bradley described that new psychiatry pandered to Gross and Levitt’s science-war and went with the referential theory. The reference theory approach emphasizes the objective fact itself and does not depend on people’s interpretations. Therefore, in the new psychiatry, diagnosis of a person will be based on whether the person satisfies a criterion of a certain disease or not. Bradley pointed out that the risk of taking the referential theory approach in psychiatry might strongly lead to the imposition of doctrine such that there was “a truth” in the world. Bradley also introduced the relational theory’s flexibility, which was from the connection not with a fact in the real world but concepts in human’s different interpretations or communities. The relational theory, in psychiatry, led the idea that there was no “one truth” and allows to have multiple interpretation as truths. The relational theory took account of humanities and would not label a person

Most of the other students in her 2nd grade classroom are able to read classroom text and complete work independently. They also read books for enjoyment on their own. The reading time in her classroom consists of a block during which the teacher works with small groups and the children are expected to work quite independently when they are not working directly with the teacher. The class uses a trade book format and this is utilized across the curriculum. Students are provided with short skills building lessons in large and small groups. Most of the time spent during explicit reading instruction is targeted to helping students develop reading fluency.