Model-Lead-Test Strategy

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 student I worked with is in 5th grade. We did a DRA on a story called “Cry Foul”. This is a great assessment to assess a student’s reading ability in order to enhance his or her literacy achievement. I learned many things about my student that he likes to read adventurous books and books regarding sports. He wants to become a better reader by enhancing his understanding and vocabulary of the text. It’s also a bit difficult for him since English is his second language and a year ago he was taking ESL classes. It’s amazing that he has great goal settings that determines that he wants to become a better reader. The things that I observed about the student is that his oral reading is fluent since he had about three miscues in which one was

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.

In ELED 4444 (Diagnosis and Remediation of Reading Difficulties), I was assigned by Dr. Morrison to work with a peer to create a diagnostic report based on a semester long tutoring project at Washington Irving Elementary School. To create the report, my partner and I ran pretests (Informal Reading Inventory-Graded Word List, Oral, Silent, and Listening Comprehension Passages, Basic Sight Words and Phrases, Phonics, and the DIBELS mid-year assessment) to see what we needed to work on with the student and then we created lesson plans that addressed the child’s needs. After tutoring the student for eight weeks, we post tested him to gather data on how much he progressed. We used the post-tests: IRI Oral and Silent Reading Comprehension, Basic Sight words and Phrases, Phonics, and the DIBELS assessment

RTI provides the framework for reading instruction at Newsome Park elementary School. Due to limited resources and a burgeoning population of at-risk students RTI is not implemented in mathematics or content areas. A school wide positive behavior intervention system is in place. Every student in second grade is screened using the Phonological Literacy Screening (PALS). This data is used to identify instructional reading levels, and spelling/phonics knowledge. PALS assesses accuracy, fluency and comprehension. However, the comprehension assessments are not considered rigorous enough for an accurate assessment of this skill. Additionally, students are screened for sight word recognition using the Fry word lists. The results of these screenings guides development of small groups, identifies students for the most intense levels of intervention, and serves as a basis for goal setting. The full PALS is administered in the fall and spring (Newport News Public Schools, 2015). An additional PALS assessment is given in mid-year as a diagnostic. PALS quick checks, Fry word lists, informal running records and DRA’s are administered throughout the year to monitor progress and set new goals (Newport News Public Schools, 2015). This is all in accordance with Virginia’s Response to Intervention Initiative. This initiative establishes a multi-Tiered system of interventions. The initiative states that typically 5- 10% of students would receive Tier 3 instruction, 10- 15% would receive Tier

Finally, I would use the “Peer Supported Reading” intervention with Jeff. For this procedure, students are paired by reading abilities. This would mean that Jeff is paired with a student at a higher level. In this case, the more advanced student, reader 1, will read first while the less advanced student, reader 2, reads second. By allowing the better reader to go first, the struggling reader will hear how to read the text which will increase their fluency and

I will need to assess teacher ability to implement explicit and systematic phonics instruction. Additionally, the assessment will be centered around analyzing data, surveys, feedback etc. and providing collaboration and conferring opportunities for teachers. (Bond, 2014) Finally, assessing teacher’s ability to implement ESPI is important because, as a literacy coach, I will need to assess the student achievement data as well as the implementation data. Assessing teacher implementation of explicit phonics instruction is important for assessing the reading data for our building as well as developing future plans and goals.

When implementing the intervention the first day students were able to get through reading the passage multiple times. The 4th day of the intervention students were less motivated doing the repeated reading. They began to take longer coloring their bar graph to take a break from reading the passage. John did have difficulty staying focus on completing two of the repeated reading without stopping. In several occasions he did request a break and it was granted so he did not feel overwhelmed from all the reading. Also, he sometimes did need to work with myself to help with the words he had difficulty with and for him to remain focus. The moments John did become discourage from the reading he would skip chunks of lines from the reading and only read the words he knew. When John skipped lines, he was encouraged to go back and follow the reading with his pencil. He did listen to what he was instructed to do, but he would continue to skip portions of the reading. For John the best support to give him was to sit with him to help him how to monitor himself from

The first academic intervention strategy suggested is known as the Peer-Guided Pause. For this strategy, it is suggested that during a whole-group lecture, a teacher should incorporate several Peer Guided Pauses during the lecture. Through this Pause, students know to work in pairs to review concepts previously discussed. Students monitor their understanding, review model problems, and work cooperatively. For Kyle, this strategy would improve his educational outcomes by redirecting Kyle’s attention at several intervals during the lesson to ensure he is staying focused, taking notes, and understating the material. This will also aid in Kyle’s communication skill building. The second academic intervention strategy suggested is known as Reading Fluency: Assisted Cloze. During this strategy, the teacher reads a passage aloud while the student followshel along silently and keeping pace with the test with a finger. Occasionally, the teacher will pause and the student is required to read aloud the next word in the passage. The process is repeated until the entire passage

As a third grade teacher at Allen Elementary I have been using multiple practices throughout my years as a teacher. The first practice I use in my classroom is guided reading. This is where small groups of students read texts at their independent and instructional level with teacher guidance. The second strategy I use in my classroom is silent reading, which is embedded in Daily 5 for my language arts block. During this time students each day read to self for twenty minutes or more with texts of their choosing. The last strategy I use in my classroom is higher-level questioning throughout a lesson. I have found these strategies to be effective and best practices as they not only fit with my teaching style and have research to support them, but have proven to have student growth of the majority of my students of a year or two years in just one school year.

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.

The researchers’ in this study conclude that ELL students participating in secondary-tier interventions using curricula with a direct instruction approach and delivered in small groups presented greater outcomes in student progress on DIBELS assessments and for the Woodcock Reading Mastery test. The researchers cite other reading studies that have used these same assessment methods as giving validity to their use. Their study outcomes further suggest that direct instruction using evidence-based reading practice in small groups of 3-5 students is a teaching method that should be employed by teachers of ELL students in order to increase

Over the course of the semester, I have been fortunate enough to work with a student who is having difficulties when it comes to reading. My student does not have difficulties when it comes to hearing a word, but rather when he sees a word. My student has definitely benefited from one on one work with me as well as the additional help he’s getting from the reading specialist during their WIN (what I need) time. My student does not like to read because he knows that he is struggling and he is embarrassed about it. When my student goes to his WIN time, he does really well because the instruction is at his level and there are only two other students who are also on the same level there as well. Besides the current intervention, programs I would recommend are Direct Instruction: Reading Mastery, Letter Spacing, Wilson Reading System and the Lindamood program (LiPS).

Software testing is an important means of accessing quality of software which is an essential, but time and resource consuming activity in the software development process. Though a lot of advancements have been done in formal methods and verification techniques, still we need software to be fully tested before it could be handled to the customer. Thus there are a number of testing techniques and tools made to accomplish the task. Software testing is an important area of research and a lot of development has been made in this field and gaining more and more importance in the future. Test automation has been done to reduce the cost of testing. Traditionally the test automation has been focused mainly on automating the test management and test execution. Unfortunately, the test design often still remains a manual activity. The test design itself concerns making the decisions on

After the completion of these assessments, Lucy’s reading skills continuously improve by practicing reading strategies for word study that begin at the transitional long vowel patterns within word patterns stage. Word Study strategies should start as a teacher-directed two-step sort that examines the CVC,