Laying, Twyman And Stikeleather: Article Summary

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).

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:

Phonemic awareness is a vital role in literacy instruction. Many schools and districts adopt a commercially published basal reading program and it becomes the cornerstone of their instruction ( (David Chard, n.d.). We also know that through investigation and research it has shown us that word-recognition instruction and instruction in oral language skills related to word recognition were inadequately represented. (David Chard, n.d.) The same researchers have found that the reading passages that students are reading didn’t relate to the words they were learning. In order for students to read at grade level or above a supplemental program should be implemented. I have found that at my school we are lacking a phonics program that will reach different students abilities and make them successful in reading. My goal for this paper is to show my district that using a supplemental phonics program aside from our basal phonics program will prove beneficial to strategic readers who fall below grade level.

The Wilson Reading System (WRS) is marketed for students from grades 2 to 12 who are not making sufficient progress with their current Tier 2 intervention and need a more intensive intervention at Tier 3. It is used most often with students in upper elementary to high school. The program can also be used with adults who need remedial reading services. Specifically, the program is based on the Orton-Gillingham approach to reading instruction. This approach relies on direct instruction, incorporates ideas of “how” and “why” individuals learn to read, and explores multi-sensory methods (auditory, visual, and kinesthetic). It is intended for individuals who have problems with phonological awareness or orthographic processing.

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

READ 180 Next Generation is designed around common core and the rigor that comes with the Common Core initiative (Scholastic, 2014). In 2011 READ 180 was used by more than one million students every day, largely students from schools who have written in READ 180 to their school improvement documents (“Scholastic launches”, 2011). The program’s recommendations are to use READ 180 during a 90 minute reading block (Scholastic, 2014). According to Scholastic the program begins with whole group instruction for twenty minutes. Teachers are to begin the class using reading skills and strategies, academic vocabulary, writing, and grammar to the whole class. Students then work on the READ 180 software on computers where they follow a learning path, which allows them to work

With its tremendous benefits, the Balanced Literacy Approach that has been adopted by the Houston Independent School District and many others may have possibly overlooked a key component to the implementation and success of the program: the need for explicit (direct) reading instruction in decoding, vocabulary, and comprehension for reading growth. This is especially true of at-risk students who may be one or more grade levels behind in reading. To better understand the impact of direct instruction its effectiveness in improving the reading achievement of at-risk students, an action research was conducted at one of HISD’s elementary campuses.

The program being evaluated in this paper is an intervention program that is used with Tier 2 students who need more intensive reading instruction. The program is called Enhanced CORE. It is designed to correlate with the district purchased reading curriculum called Journeys published by Houghton Mifflin Harcourt. The program is designed to pre-teach students skills that they will be learning during the core instruction time period in order to give them extra exposure to the curriculum as well as extra practice with phonics and fluency skills. Consequently, students are getting a preview of all the phonics skills, high frequency words and reading practice before it is taught to the whole class in order to help

A doctor once said ‘the more that you read, the more things you will know. The more you learn, the more places you’ll go’. That doctor was, of course, Dr Suess in his book 1978 book, I Can Read with My Eyes Shut!. Reading is the orchestration of many skills. It is much more than simply decoding words. The National Reading Panel Report (A Closer Look, 2004, p. 1) summarised a child’s reading process and teachers’ effective reading instruction into five essential components. These five critical elements are phonological awareness, phonics, fluency, vocabulary and comprehension. Each element is individually important; however, each cannot occur independently of one an other. The most effective way to teach these elements is through a balanced

Although speed is not explicitly timed, a child who is reading with "excessive rapidity, or slowness" should be noted (2000, Fry, p. 107). Step 2, will guide the teacher's selection of appropriate reading level materials based on the results from the assessments in step 1. In Step 3, instructors should have students reading at her/his "independent" level, which is identified using what Fry refers to as the "1-error-in-20-words" method, or the "readability graph" (2000, Fry, p. 12-13). Together, Steps 4 and 5 function as the foundation of the program. Step 4, consists of systematic vocabulary lists that progressively increase in difficulty. Step 5 teaches "basic phonics." A considerable portion of the program focuses on PA using explicit instruction along with "phonics charts," assessments, and games. Finally, step 6 combines "writing, speaking, and listening skills" in the same chapter, using the "whole language approach," (2002, Fry, p. 90) Fry suggests that students draw on their own life experiences to start the writing process and in doing so they are also engaging in communication. Moreover, Fry (2000) also offers ideas on how to teach handwriting skills (p.

How did you learn to read? Most of us do not put much thought into this question, but learning to read is a difficult task. According to Cervetti and Hiebert, the National Reading Panel identified five essential components that a teacher should use during reading instruction, which gives the student the highest chance of being an effective reader (2015, p. 548). These five essential components are also called five pillars of reading instruction. They are Phonics, phonemic awareness, vocabulary, fluency and comprehension. This paper will describe each of the five pillars, how they are related, the benefits, as well as give some effective methods of teaching phonics and phonemic awareness. It will continue by addressing the relationship between reading assessment and instruction and end by identifying ways to address the needs and different learning styles of a student. This paper will start by looking at a definition of phonics and phonemic awareness, then move onto the role that each play in learning to read, how they are related, the benefits and effective methods of teaching both.

My philosophy of literacy is centered on providing a learning environment rich in authentic literature, instruction that is engaging, fun, and balanced, collaborative, and also involving families in the child’s education. My ultimate goal of literacy instruction is to help children become lifelong readers and writers by providing the skills necessary to comprehend, construct, and make meaning of text, speak, and write. (Torgesen, 2002). According to the National Reading Panel, there are five essential components that must be taught in effective reading programs: phonemic awareness, phonics, fluency, vocabulary, and reading comprehension. (Reading Horizons). According to Konza (2014), reading instruction should be changed to six foundational reading elements, adding oral language and early literacy. I also believe that early literacy should be

|Dynamic Indicators |A set of procedures and measures for |DIBELS are designed to be short (one minute) fluency |

After the survey was over, Lucy was walked back to the class where she laid down and began to read a book right away.