Kletzien And Bednar Case Study

Overall, Lauren’s performance on the assessment demonstrated that her decoding skills contribute to her delay in overall reading development. When presented with unfamiliar words, Lauren engaged in avoidance behavior by skipping word that she finds complex. Indicating that she lacks confidence in her ability to employ structural analysis when confronted with challenging

While all fields of academia possess some level of practical application, there remains an ever-important and all-encompassing skill which is needed to truly understand each subject: reading. Though literacy rates in the US near 100%, literacy unaccompanied by tools such as context, critical analysis, and sufficient skepticism can leave one lost in arduous texts and vulnerable to flawed arguments. This notion is rarely rejected by anyone at face value, rather, questions regarding the implementation and perceived importance of certain reading strategies alienates differing camps. Many attempts at mitigating the dilemma of subpar reading comprehension have been made, most notably, Daniel Willingham's proposed reform of early education, Michael

Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features

An important variable in a student’s reading ability is their knowledge and use of various reading strategies such as inferring, questioning and evaluating (Paris, Wasik, & Turner, 1991). Initially Dana should work specifically on monitoring/clarifying while she reads, she seems to understand when something doesn’t make sense and she should be taught how to fix her reading when it doesn’t such as backing up to re-read, cross checking and checking for

Roehrig, Pressley, and Sloup (2001) state that teachers should determine what strategies a student might be using when reading and then assist them in learning

Currently Tia is showing strengths with using her knowledge of decoding letter/sound relationships to help decode unfamiliar words with 75% accuracy while reading a text at her independent or instructional reading level. Tia has been working towards applying various strategies to gain meaning of a text including answering inferential type questions, Tia has been showing success with inferring by applying background knowledge and using evidence from the text to  help support her thinking to help create conclusions, judgements and opinions pertaining to a given text. Tia has shown progress when answering basic who, what, where and when questions pertaining to a text.

However, the second method being discussed in this paper, the whole language approach, focuses much of its attention on making sure the student understands and enjoys what he or she is reading. Whole language instruction occurs when a student acquires language rather than learning it through direct instruction (Brooks 35-36). This method is more child centered than teacher dominated, because the objective is for the student to learn how to read through talking and doing rather than through passive listening. Unlike phonics, whole language uses a variety of ways to give students the opportunity to interact with the text they are reading. Questioning, discussing, problem-solving, listening, writing, drawing, and dramatizing are among the ways students interact with text. Students are also encouraged to implement simple strategies while reading such as: reading the sentence and guessing what word will come next, looking at the picture on the page to help figure out the sentence, and also rereading the sentence for clarification. This method also does a good job in allowing the students to engage in text at their own speed and often in their own ways (36).

The findings suggest that the role of the QAR strategy is to provide students (third graders in the case of this study) with strategies and skills to address reading comprehensions needs. The participants’ perception is that the use of the QAR strategy has positively impacted their students’ ability to determine the type of questions being asked and where the answers can be located.

Brigitti frequent took several long pauses, has a choppy, and slow reading rate. The more errors Brigitti made during reading to decode, the less she was able to recall about the story. It is important process toward to teach Brigitti a reading fluency as I emphasized on the repeated reading of the same text. In the list one and two, Brigitti made five correct words for each in which she was frustrated. She demonstrated a lack of sight word recognition skills because she is focusing too much on the letter-sounds as she often seen in her peers who can hear. For example, she signed “War” for “wart” and misunderstood “Walt” for “Wat” meaning “what.”Overall, the assessment reveals a need in building sight words recognition skills toward becoming a fluent reader and our session took 90

The purpose of this study is to evaluate the effectiveness of the Comprehensive Instructional Sequence when decoding complex text on students’ reading comprehension. Two groups of students were selected: one group used Comprehensive Instructional Sequence to decode and scaffold text; the other group used the previous classroom methods in which there was no continuity. Students were measured using State of Florida progress monitoring tests in which reading comprehension and Lexile were measured. Students in the experimental group were taught using the Comprehensive Instructional Sequence for four weeks. Analysis has yet to be determined. Therefore, the findings are unable to be reported. The abstract will be updated when the study period

Strategic readers monitor their thinking and recognize when errors are committed but they also know what strategy to use to correct the error. For example, they may need to reread the text to make sense, use context clues to understand unfamiliar words. No matter what the obstacle is, a fix-up strategy is applied. The K-W-L is a well- known teaching technique to assist in the monitoring strategy. The K-W-L chart provides the teacher and students opportunity to participate in discussions before, during, and after reading. It helps the student to ask and answer questions, identify the main idea and detail, and summarize the text (Santoro, Baker, Fien, Smith, and Chard, 2016 p. 284).

The theoretical framework is founded on the pretense that much has been written concerning the problems that many students have with the comprehension of reading materials, especially content texts--science, math, and social studies. Alexander (1988) suggested that these children may be those who have little trouble with their basal readers or trade books, yet are unable to derive meaning from what they read in content area textbooks.

Since reading is thinking, without thinking about one’s reading, one cannot read. The thinking encompasses understanding what one is reading and this applies across every academic and vocational area. The teachers can use this model to demonstrate what research shows good readers do when they read. By modeling this behavior and talking about it while modeling the strategy, the teacher is providing explicit instruction

An example of this is demonstrated when a special educator or paraprofessional teaches the students how to develop their comprehension skills. Comprehension skills are initially developed with instructors placing emphasis on key elements of content with study guides and notes incorporated into the reading subject matter by the teacher. Words that are significant in relation to the context of the reading subject are in bold letters and captioned with pronunciation descriptions to assist with comprehension. The special educator or paraprofessional repeat instructions as needed, speaking slowly and using simple sentence structure whenever possible. Additionally, A teacher or aide's assistance is supplemented by them asking questions pertaining to the content that is read on each page, and holding an individual discussion stemming from the questions concerning the reading.

When data from students who had average accuracy and fluency scores, but lower comprehension scores were compared to data from those with similar accuracy and fluency but average comprehension, the consistent differences were found to be lower oral language and vocabulary skills in the poor comprehenders upon entry into formal schooling. (Nation, Cocksey, Taylor & Bishop) Thousands of dollars each year are spent on intervention, trying to improve the reading of children that show delays. When one reads, the clear goal is comprehension of what is read. Without communication of ideas between the author and reader, decoding texts is pointless. Most intervention programs are focused on phonics and word decoding. Oral language interventions concurrent with vocabulary and comprehension tasks at age eight have been shown to lead to significant improvements in reading comprehension. (Nation, et al., 2010). Reading comprehension is not merely a product of being able to decode words and sentences. How we teach children to process and integrate the ideas found in text can have a large impact on their ability to function in a world of ever expanding knowledge and information.