Grade Level Literacy Intervention

By creating a student case report, a teacher of reading can develop a holistic understanding of a child's reading development. The benefits of keeping a case report include having diagnostic, formative, and summative data on a student's reading progress combined with anecdotal and teacher observational data which provides contextual information on the student. Therefore, allowing the educator to make more informed instructional decisions regarding a reader as well as provide the most accurate and detailed information to parents and other stakeholders (such as special education professionals or educational psychologists) as needed. With a case report, such as an Informal Reading Inventory, the educator can build on a wealth of knowledge about the readers' holistic literacy (phonemic awareness, phonics, fluency, comprehension, vocabulary) in order to determine what the next steps will be for the reader.

The leveling system is used to determine the reading levels of the students, as measured by scale of Fountas and Pinnel Guided Reading on A through Z, proficiency reading scores F-Far Below Proficient, BP- Below P-Proficient, and AP-Above Proficient. The researcher only measured levels B through V for second and third grade student in this study. In addition the researcher also analyzed advanced degree level teachers. The teachers in the study took the added steps to add valued contributions to reading instruction and assessment. The researcher also, looked at varying years of experience of national board certified teachers, advanced degree teachers with school as the random effect. There were several schools who participated in the study. The study provided valuable data of national board certified teachers that may prove to be useful to implement more rigorous programs to recognize effective reading

Many students were reading below grade level, and Tyner needed an intensive reading model that could fill in the gaps of each student’s literacy. She began using a basal reading program called Early Steps (Morris, Tyner, & Perney, 2000). Tyner decided to use some of the components of Early Steps to develop her own reading model that would focus on the needs of beginning and struggling readers. The Small-Group Differentiated Reading Model consists of a framework specifically designed for beginning and struggling readers so that they may progress through the appropriate developmental stages and become proficient

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:

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.

This critique is on the evaluation program of Freedom School Partners Children’s Defense Fund Freedom Schools. This evaluation report was composed in October of 2013 by Dr. D. Bruce Taylor, Dr. Sandraluz Lara-Cinisomo, and Dr. Crystal Glover members of The Center for Adolescent Literacies at UNC Charlotte, North Carolina. This is the fifth evaluation of The Freedom School Partners Children’s Defense Fund Freedom Schools. The main purpose of this evaluation is to analyze the outcome of this summer program on a student’s reading accomplishments while attending a Freedom School Partners in Charlotte. Ten of the nineteen Freedom Schools were chosen for evaluation.

Reading is a means of language acquisition, of communication, and of sharing information which is essential in being a productive member of society. If and when a student missed an opportunity to learn the skills necessary for reading, it’s has a profound impact on their lives. As educators we realize that teaching all children to read requires that every child receive excellent reading instruction. We are also aware that children, who are struggling with reading must receive

In the prior Literacy Action Plan, the material, resources, and information used and found were done for specific reasons. These reasons were found by using data from state assessments and district assessments from Okeechobee School District. Janice Greenberg stated “Tony Wagner goes on to say that children will need seven basic survival skills to succeed in the world that awaits them which are as follows: 1) Critical thinking and Problem Solving, 2)Collaboration across Networks and Leading by Influence, 3) Agility and Adaptability, 4) Initiative and Entrepreneurialism, 5) Effective Oral and Written Communication, 6) Accessing and Analyzing Information, and 7) Curiosity and Imagination” (Greenberg, 2011). These are also reasons why students should be proficient in reading and writing and why we have to write a Literacy Action Plan so we have action set into place to help our students achieve proficient scores in Reading and Writing.

My literacy intervention plan is to teach reading comprehension skills through an afterschool drama program. The drama program would take place twice a week at an elementary school in Washington, DC. The target students would be 2nd graders that have been identified by their teachers as students who struggle with reading comprehension. However, all students are welcomed to participate.

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

We have enrolled twenty remedial readers needing to achieve grade level reading and writing proficiencies in the 3rd and 4th-grade classes. The majority of the students from Inglewood Elementary enter our middle school tutoring program reading one to two years below grade

Literacy skills in high schools are becoming scarce. Students have become more involved in technology and shortcuts rather than learning materials that he or she will need throughout the rest of their lives. Many high school students lack the reading and writing skills that they need in order to further their education and progress into the workforce. “The percent of Denver Public Schools high school students reading at grade level dropped between 2002 and 2005, from 40 percent to 37 percent” (Hubbard and Mitchell par. 4). The statistics shown for just three short years says a lot about our education system and how educators need to do more to help students. Years down the road, there is going to be a greater decline in students’ academic abilities. Response to Intervention (RTI) is an idea that has been floating around for a few years but it has never been in action. The major purposes of RTI are to prevent failure and to diagnose less apparent and/or unnoticed learning disabilities (King, Lemons, and Hill 7). College is becoming a necessity in America; therefore, adequate literacy skills are essential in order to achieve a college education. School administrators should engage in the research and implementation in RTI literacy frameworks and/or literacy programs because secondary students are not getting the literacy skills they need in order to succeed in higher levels of education or in the workforce.

This study sought to identify which method of reading along would have a greater impact on high functioning students with autism. The two methods were reading along with a book while a teacher was reading aloud or, reading along with a book which was on a computer.

Many students around the United States have reading difficulties, which can be due to a variety of reason such as: low socioeconomic status, family history of learning disabilities, a neurological disorder, limited exposure, etc. Reading difficulties can lead to further problems with education and learning, therefore the struggles should be addressed and intervention techniques should be implemented promptly. The interventions need to be individualized for the student based on their needs in order to improve the student’s reading to the best of their abilities.

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