Grade Students With Low Reading Comprehension Level

In the article “Fremont high school”, Jonathan Kozol describes how the inability to provide the needed funding and address the necessities of minority children is preventing students from functioning properly at school. He talks to Meriya, a student who expresses her disgust on the unequal consideration given to urban and suburban schools. She and her classmates undergo physical and personal embarrassments. Kozol states that the average ninth grade student reads at fourth or fifth grade level while a third read at third grade level or below. Although academic problems are the main factor for low grades, students deal with other factors every day. For example, School bathrooms are unsanitary, air condition does not work, classrooms have limited

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.

In today’s society students aren’t pushed in high school to pursue their full potential, which makes students think they don’t need to put hard work into school making them lazy. The outcome of this is bad grades and upset parents making them believe they aren’t smart and that is why they are getting the grades they are receiving. In actuality these students aren’t being pushed and the teachers aren’t tapping into their talents to show them the full academic potential they have.

Education may be the mold of our future, but the mold behind education is teachers. Behind all intelligent students lays a common factor, teachers. This paper will be focused on the discourse community which lays within the walls of James Bowie Elementary in Richardson, Texas. From interviews and observations to external research, I have been able to find and understand the most important aspect of this chosen community, communication. Communication is a vital role in this community because not only is it the way that they communicate with their peers, but when teachers communicate with each other they are showing their students how to do it. To begin, I brainstormed about my knowledge of this community. From the time I was a child to now,

The Essay “Too Dumb for Complex Texts?” by Mark Bauerlein, is about high schools not better preparing the upcoming freshmen for their college courses. He explains to the reader in what ways high schools can change what they’re doing to help this situation.

Growing up in Southeastern Kentucky, a kid doesn’t have many expectations from their parents, school teachers, or themselves. When a student walks by two teachers talking they say, “This group of 5th graders are the worst, every one of them are as dumb as a box of rocks.” This is the sad reality of what happened in my elementary school at Marie Roberts-Caney. Our school slogan is, “No student left behind.” Ever since 3rd grade I knew it was a bunch or bologna. Don’t get me wrong, I had great parents who cared about me, but they didn’t expect much from me. Neither of my parents attended college and I was afraid of it. Even as a young student, I knew I wasn’t the brightest kid in the classroom. Now that I look back, I realize how hard I worked

Patrick Sullivan's paper is to encourage and help 9th grade students towards college readiness. He starts off by explaining that by following this guide for the next four years will propel them to be mentally ready for college and will assist them in excelling. He mentions that there are crucial skills to be mastered in order for them to be prepared in college. The skills of writing, reading, grit, listening and maturity are needed to help and student not struggle. He believes that honing these skills to near perfection will help them achieve to great heights. He does not fail to mention how every college freshman needs to enter college with maturity. Sullivan strongly pushes that 9th grades start as soon as they can to grow these characteristics

Academically, there was a definite need for improvement in students across the nation and the Standards written. In fact, the Standards were created concentrating on students. Although, these Standards are desirable, a key component is missing. There are no suggestions to how an educator is believed to achieve these goals, especially in regards to how to reach the beginner readers. In particular, kindergarteners are at the beginning of their academic careers. Although there is undoubtedly a need for the introduction

Everyone has heard or been told, “high school is what you make of it.” High school is in fact what you make of it, but it is also the time of great change in everybody. Entering grade nine you still feel like a kid, your post-secondary and career choices are far from top priority. However, by grade twelve we become more mature and grow into young adults. Personally looking back to my grade nine self and comparing her to my grade twelve self of today, I am able to see changes in my character, my athletics and my goals.

High schools work to offer more learning materials, however, it will only benefit those who attempt to receive guidance. One of the programs states, “We try to build some relevance into their experience to go along with the regular curriculum... So many of these ninth graders- particularly in high-poverty areas-just do not see any reason to stay in school” (Willens para 11). Students in the ninth grade are given the chance to grow better as a student and benefit them and “goals are set for every student, and the aides are available 24/7 and serve as links between child and school, parent and school, and child and parent” (Willens para

Richland District One in Columbia, South Carolina is pleased to present our Request for Proposal (RFP) for your review. We are looking forward to collaborating with you on this evaluation of the Leveled Literacy Intervention Program is provided to our struggling elementary readers. Richland District One has 34% of its third graders are at risk for a reading performance and at least two years behind their current grade level. “The goal of the program is to accelerate these children’s progress to bring their skills up to grade level so that their early literacy difficulties do not become long-term deficits” Fountas, & Pinnell, 2012, p.268).

We conducted preliminary research to determine whether there is a need for teachers who know ASL. We looked up NIC’s course requirements for an Associate of Arts degree in Elementary or Middle School Teacher Education in the course catalog. We also researched the literacy rates for students ages 6-21 with Limited English Proficiency and students with disabilities and the benefits for social development of hearing and hard-of-hearing students co-enrolled in regular classroom settings. In an article written by Alan Goodboy and Scott Myers we discovered the types of communication teachers practice to educate students. We learned certain types of communication hinders learning while confirmation messages can promote educational outcomes.

2. Were the post-reading comprehension test scores following a lesson using any one of the

Yet, the education does not stop at middle school, for high school really puts all the basic skills from elementary and middle school to work as the assignments and the exams become more challenging. We do not only learn about reading, writing, history, and math, we learn about the people around us as we associate with different personalities, and as we see what we have grown up to be and what we want to be later in life. Accordingly, the high school years are a time when teachers emphasize the importance of graduating and attending college in order to have a “succesful future.”

The educational system has not remained the same since the 80’s. Students that graduate post high school are entering college not prepared and most of them are still reading at middle school level. The question is why is it happening and who is allowing it? Why are more and more students unprepared for college and why do they graduate unprepared from high school? All the answers to these question are answered when one takes a good look into our educational system. Our educational system is weak and needs revisions by implementing more extracurricular activities and more intense courses in high school to improve students output in classes so that they can be more prepared for college level courses.