National Assessment Of Educational Progress: Naep Analysis

Throughout a child’s life, he/she is faced with many obstacles. One of the biggest hurdles that they must overcome is learning to read. For some children, that task does not come easy. Children with learning disabilities struggle the most in school because they do not learn as quickly as children without learning disabilities. In an article by Kristin Stanberry and Lee Swanson called Effective Reading Interventions for Kids with Learning Disabilities, it discusses the different interventions that teachers can use to improve the learning capabilities of students with learning deficits. Throughout this essay, different topics will be discussed on how improve and increase word recognition skills will benefit a child with learning disabilities, different ways to improve reading comprehension skills, and personal viewpoints on how these different methods are effective.

Wilson, Faggella-Luby, & Wei (2013) present a cogent plan for Tier 3 Response to Intervention (RTI) for secondary students with reading disabilities, content, and pedagogy planning tools, content instruction, and instructional method implementation. Both research application lacks concerning Tier 3 RTI in high schools (Wilson et. al). RTI is curriculum that addresses the learning needs of all students that also includes screening and monitoring progress. Continuing, Wilson et. al define Tier 1 RTI, core curriculum for all students serving the needs of 80% of students, Tier 2 RTI, small group instructional intervention, serving the needs of 15% of students, and Tier 3 RTI, an intense one to one intervention for students who continue to struggle beyond Tiers 1 and 2, serving 5% of students. Wilson et al. provides information the reader needs to understand in the article without clutter, expressing their writing with economy (Zinsser, 2013). The article is unified in theme, gives enough information without giving too much, and follows a clear progression (Zinsser). “More simple, than complex” (Henson, 1999, p. 58), Wilson et. al’s article is an example of good writing.

The National Assessment of Education progress (NAEP), which is the largest nationally representative and continuing assessment of what America’s students know and can do in various subject areas. (NAEP, n. d.)

In Implementing Response to Intervention in Reading General Education Class, I gained new insights that I am starting to implement in my 8TH Grade Reading Classroom. The three chapters that spoke the loudest to me and that I agree with Allington is about: why struggling readers continue to struggle, matching reader and text level, and using text that are interesting to students. Overall I feel that these three chapters correlate well with each other. Therefore, in my first part of my paper I am going to discuss what I learned from those three chapters and how I am starting to implement them into my classroom. The second part of my paper is going to focus on three issues that Allington brought up that I agree with his idea, but I see how it can be a challenge to incorporate in my classroom. The three issues are: not having the paraprofessionals solely work with struggling readers, but having all staff members work with struggling readers and then ensuring that the intervention is delivered by an expert teacher.

The text suggest we do not spend enough time providing struggling readers the instruction/intervention they need to catch up. The books suggest a daily two, 30-minute expert tutorial or very small group lesson for these struggling readers.

In this article, the study was to see if intervention in reading help the reading disability reduce. In the study they had three different tiers to separate each grade levels and methods. Tier 1 consisted of professional development for teachers of reading. Which focused on the findings from the National Reading Panel Report of the Subgroups in 2000. Additional instruction was provided for children whose achievement fell below average as early as kindergarten. Professional development (PD) had included information on how to interpret assessment results for students and assessments of reading progress. Each teacher received printouts of their class roster with each student’s scores crosswise each measure over time. Teachers tried to match instructional activities to their students’ needs. To see average performance the researchers suggested benchmarks.

All states are now required to set high standards in math and reading and to develop assessments that will measure progress by annually testing of all students in grades 3 through 8 in both math and reading. The National Assessment of Education Progress (NAEP), also known as "the Nation's Report Card," will be used to test a sample of students in each state as a validation of the of the state test results.

The NCLB assessment practice has brought about some unforeseen consequences in the public education system — increased school dropout rates; student being give answered by teacher so a school can retain or expand their funding; and a big number of educators quitting the profession because schools are linking assessment scores to teacher evaluations (Amrein & Berliner, 2002, p. 2). Moreover, the NCLB concentrates solely on testing measures and as a result, schools are putting more weight on the state-funded instruction framework to expand student accomplishment for all students. Forcing teachers to focus solely on student's learning activities that prepare students for statewide examination, the impact of this has been many educators reporting

Students with disabilities are at a higher at-risk for dropping out of high school at a greater rate than typically developing peers (Pyle & Wexler, 2012). Students with identified disabilities are required to a free and appropriate public education (FAPE) according to law, and these students have unique needs that general education curriculum cannot meet on its own. However, there is abundant research that discusses various literacy interventions and strategies that can be effective. These interventions can be used in a school setting by any certified teacher (regular education or special education). This literature review will discuss some of the various reading and writing strategies as well as best practices for literacy in order to ensure students with disabilities are given the best chance for success. By providing timely interventions, monitoring progress, and analyzing data, it can be possible to increase achievement for those students with identified disabilities.

Having read-aloud accommodations for students with disabilities not only has a positive effect on students but also helps them tremendously in the classroom, especially on tests. “The participants who received the read-aloud instructional accommodation reported that the accommodation allowed them to pay better attention to the text, increased their focus, made reading easier, decreased stress, and improved reading rate and comprehension”, (Witmer, Cook, Scmitt, & Clinton, 2015). Providing read aloud accommodations for students with disabilities has helped students improve in many different aspects of the classroom including their test scores as well as playing a big part in their successfulness with regards to reading. “In general, both students

The district has about twenty-four thousand students and employees three thousand educational professionals. For the purposes of this assignment the place and the participants in which the PD would occurs and be for will all take place at Jane Long Elementary for only the campus staff. The campus has approximately 538 students in grade pre-kinder thru sixth and 36 staff member. The targeted population of the study is regular classroom teachers, two reading interventionist, one special education teacher, and administration. The content of the professional development will focus on the ability to utilized iStation as an assessment piece for determining students reading levels and plan lessons with specific targeted reading interventions strategies for students who don’t meet either tier 1 or tier 2 criteria. The personnel in charge of delivering the content and continuing PD is the reading department who is to be composed of three district ELAR instructional coaches, one director of reading, and a reading data specialist. The administration team of the campus will insure that ongoing training is conducted

It was ascertained that adolescent readers benefit most when they shift from spending less time reading words in isolation and more time comprehending what was read. Mooney and his fellow researchers noted too that success in increasing reading fluency will “require a fundamental shift from a reactive and compliance-driven system to a proactive and results-driven system” (Mooney et al., 2008) for students with EBD.

This presentation examines and compares the 2015 and 2016 FSA reading results from South Miami Senior High School and presents a plan to improve the reading performance of the 9th 10th , 11th and 12th grade by focusing on the subgroup of ELL students. In order to achieve it, we will utilize specific plans for improvement, data collection pertaining to these specific students, and appropriate professional developments for all teacher. Additionally, we will discuss and implement a variety of classroom strategies that can increase our student’s academic performance.

A study by Melekoglu and Wilkerson (2013), examines reading instruction and its impact on reading motivation of struggling readers with and without disabilities. The study is one of several on which Melekoglu and Wilkerson have collaborated (“Kimber Wilkerson,” 2017). Both researchers are university professors with extensive writing experience. Melekoglu has published thirteen journal articles (“Macid A. Melekoglu,” 2017) and Wilkerson has published twelve (“Kimber Wilkerson,” 2017). The objective of the 2013 peer-reviewed study, published in the International Journal of Instruction, was to determine if reading motivation, as

National Assessment of Educational Progress supports that kids who tested in the 8th and 12th grades in 2008, students scored high on the writing portion, but low in mathematics (Wilcox, Monroe 2017). Fortunately, many teachers are integrating math into multiple disciplines such as writing and literacy, technology, science, social sciences and concrete or real-life examples, and music. Teachers are asked to blend mathematics into writing so students can think, write and discuss their thinking to understand the math content on a deeper level of understanding.