Madilynn Essay

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

Informal Reading Inventory (IRI) are diagnostic assessment administered individually to evaluate different aspects of students’ reading. After reading the text, students orally are answering the questions following the text. Teachers take into the consideration additional factors,, such as fluency, students’ prior knowledge, and determine students’ reading levels. This information may to choose appropriate reading material for students, to form reading groups, and to plan future reading instruction taking into the considerations students strengths and needs. According to Chall (1983), the greatest value of IRI is to help educators to diagnose the gaps in the abilities of readers who struggle the most. For teachers, who looking for the better way to address students instructional needs of children, who have reading difficulties, IRI is a very valuable diagnostic tool.

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.

The following evaluation presents the components of the normative sample applied in the KeyMath-3 Diagnostic Assessment (KeyMath-3 DA). For reference, a norm sample characterizes as a selected sample of test-takers from various common characteristics such as gender, age, grade, race, ethnicity, socioeconomic status, or some combination thereof, for the purpose of creating test norms. The KeyMath-3 DA is a comprehensive, norm-referenced measure of essential mathematical concepts and skill which is untimed and individually administered (Connolly, p. 1, 2007). Furthermore, the test consists of 372 full color test items and 10 subtests covering three general math areas: Basic Concepts (numeration, algebra, geometry, measurement, data analysis and probability), Operations (mental computation and estimation; addition and subtraction; and multiplication and division), and Applications (foundations of problem solving and applied problem solving). Additionally, data from the U.S. Bureau of the Census (2004) reinforced the integrity of the normative sample to establish the target counts in age, grade and season, race/ethnicity, geographic region and socioeconomic status.

Addison read a narrative and an expository passage at Level P, “Plenty of Pets” a narrative passage and then an expository passage, “Animal Instincts”. Addison read both passages with 96% and 99% accuracy respectively. She scored satisfactory on both passages. When reading Level Q, she read a nonfiction passage, “Not Too Cold for a Polar Bear” with 97% accuracy and excellent comprehension. At Level R, she read with 95% accuracy and satisfactory for comprehension, although it is deliberate and arduous. However, when Addison read a narrative and expository text Level S, “Could Be Worse” and “Amazing Animal Adaptations”, reading both passages below 95% accuracy. When considering a fluency score, Addison primarily reads in three and four word groups, however it is not smooth and lacks expression with a slow rate most of the time. Aimweb progress monitoring data were considered to determine Addison’s correct word per minutes. According to the data, Addison’s word recognition skills significantly impacts her ability to read fluently, thus causing frustration. She is currently being progressed monitored at a third grade level, indicating she falls near the thirty third percentile when compared to third grade students nationally, reading a median of 109 correct words per minute.

There were a lot of different policies put in place as a result of MADD’s persistence. The police force soon grew to include every recognized highway safety group in the state, along with legislators, insurance companies, law enforcement agencies, etc. The power of numbers was soon evident as the Coalition set legislative initiatives and used its power and influences to bring them to the public and to the forefront. Within two years, a graduated license law was passed that would require teens receive more driver training before hitting the highways alone. Other laws passed in that time included a secondary seat belt law, stiffer penalties for driving under the influence with children in the vehicle, the long-fought for Open Container law, and finally after 15 years, the .08 BAC law. Following are a couple of laws that MADD is spearheading in this state: Improve the enforcement of DUI/DWI laws with Sobriety Checkpoint Sobriety checkpoints are an effective, constitutional way to stop drunk driving that reduce alcohol-related fatalities by an average of 20%. However, some states still do not do sobriety checkpoints. Finally, there is a technology that has the potential to eliminate repeat drunk driving offenses the ignition interlock. These devices prevent a vehicle from being driven by a drunk driver and should be mandatory

According to Table 1.2, the following categories fell within close range to the mean: number sense, attends to print, basic reading, articulation, communication (receptive), matching, pre-writing, colors, and shapes. It is evident through this data analysis that most students are at the emerging stage of ability levels, implicating that they require some level of prompting to ensure they produce a correct response. It is concluded that students require continued instruction with addition, reading, and working independently are skills that require continued instruction. Division, multiplication, graphing, and telling time were areas that all students found to be the most challenging, thus these findings confirmed my original assumptions,

To determine Bailey’s reading level, she was given reading assessments including the Bursuck & Damer Advanced Phonics Diagnostic assessment and a Qualitative Reading Inventory (QRI-6) which includes a word identification list. The phonics assessment was given to help analyze her phonic awareness and phonics skills to determine if she had an understanding of letter/sound correlation which will affect decoding ability. The evaluation tested numerous phonics aspects including several vowel combinations, consonant diagraphs and blends, other letter combinations, contractions, inflectional endings, hard and soft ‘C’/’G’, prefixes, and suffixes. These skills help to read words that are not recognized by sight. Word identification list can also help determine the passage level to begin with. The QRI-6 analyzed other components of reading including fluency, background knowledge, skill use, and

Bellamy participated in the focused reading intervention Read 180 with the school reading specialist. Despite Bellamy’s excitement to personalize his learning, Bellamy has experienced limited success. Based on the individually administered Woodcock-Johnson Tests of Achievement IV (WJ-IV), Bellamy performed in the Basie Reading Skills cluster with a standard score of 89 (low average when compared to same age peers). On the two subtests within the Basic Reading Skills cluster, Bellamy achieved the following: Letter-Word Identification- 94 (Average) and Word Attack-83 (Low Average). These scores indicate that Bellamy reads in the average to low average range when compared to his same age level peers. These tests measure sight word vocabulary, phonics application, and structural analysis skills. Currently, a consistent pattern in Bellamy’s word calling errors has not been discovered. During recent progress monitoring, Bellamy read aloud three different 100 word paragraphs at the early tenth grade level with 62% word calling accuracy. He can read and/or decode many predictable words. When using vocabulary flash cards (words in isolation) based on his reading level (early tenth grade), Bellamy could correctly identify and define 59% of the words. Each day Bellamy’s literature teacher

Lily did very well in this section, her standard score for Applied Problems was a 100. Her grade equivalent score was 9.8, and her age equivalent score was 15.4. This showed she is right on track in understand problems and solving them. On the Math Fluency subtest, Lily scored in the above average range. Lily’s standard score was 109, her age equivalent score was greater than 25, and her grade equivalent score was 13.0. Lily had three minutes to complete as many basic addition, subtraction, and multiplication problems as possible. Lily was able to accurately answer 122 problems out of the 125 she completed. Lily’s score suggests that she does not struggle with the accuracy or automaticity of recalling basic math facts. Lily’s average Broad Math scores show that math is most definitely a strength for her academically. While completing the math subtests Lily was very eager and excited to answer the problems. Her strength comes from being strong on all three subtests: Math Fluency, Applied Problems, and

Children in all groups were given the Gates-McGinitie Reading Test: a commercially available, standardized, group administered

Child reading ability at age five was operationalised through the combined scores of three readings tasks: non-sense word reading task, spelling task and a reading task. Academic ability at age seven was operationalised through the implementation of a national test. The test

Jennifer has a history of difficulty with early reading skill milestones. She had difficulty learning the letters of the alphabet in kindergarten as well as trouble with initial sounds, sight vocabulary and rhyming. Her overall language development was

As the Sociolinguistic theory suggests, preschool-aged students can be at risk to develop a reading disability if they do not acquire high-quality oral language foundations (Tracey & Morrow, 2006). The effort to create and implement early intervention programs is driven by the idea that it easier to prevent reading problems than to attempt to remediate them in the later grades. The Interactive Strategies Approach is a comprehensive and highly responsive approach to instruction and intervention for struggling readers in the primary grades. It has features in common with and different from contemporary approaches to intervention.

For a child who is just starting to learn to read, they need sufficient practice in reading a variety of different books to achieve fluency. Reading can be complex and has many different aspects (Burns,1999). It is suggested that children who have problems reading and writing at a young age will find it hard to catch up as they get older and will not reach their full potential as adults, many will withdraw from school or society and some becoming involved with crime (MacBlain,2014). 40 percent of children find learning to read a challenge but with early help, most reading problems can be prevented (Reading Rockets, n.d.).