Nt1310 Unit 1 Assignment

Focus on developing decoding skills and reading fluency: Decoding is the foundation on which all other reading instruction builds. Identical, fluency provides a bridge between word recognition and comprehension. If students cannot decode words, their reading will lack fluency. When fluent readers read silently, they recognize words automatically.

Before starting my day, I usually put on a earphone and press “shuffle play” on my Throwback playlist on my Spotify account. The most recent five songs that I have listened to before writing this assignment was You Rock My World - With intro by Michael Jackson, Baby, I’m Back by Baby Bash, Just The Two Of Us by Grover Washington, Charlene by Anthony Hamilton, and Show Me The Way by Earth Wind & Fire. Interestingly I have never heard these songs until last year because I was only exposed to music that was on the radio station such as 94.9 or 106.1 where newest and trending songs were played most often. Since three of those songs were produced in early 2000’s and the other two produced between the 1970s and 1980s, I was never able to come across

By furthering my qualifications and teaching Communications maintenance school, I have had a fleet wide impact on the supervisors of each communications division. Additionally, being selected as Instructor of the Year FY 2015 and Department MTS Coordinator I have more influence on the daily operations of NAVSUBSCOL as a whole. I am applying for the LDO program to further extend this influence. I am a hard charging individual that leads by raising the standards and demanding it from others to follow, this is why I was ranked #1 out of 85 in my command. I am highly competent, computer savvy and well educated sailor that has always desired to be part of the LDO community.

The “Integrated Algebra Test Sampler Fall 2007” consists of 39 questions in total, 30 of which are test items and 9 open-ended questions. A majority of the exam gives questions that require the students to know vocabulary words that must have been presented to them throughout their time in the course. These are the types of questions that students should not have trouble with, even those who are struggling readers, including ELL’s. However, there are students who struggle more than others when it comes to reading and pointing out key words. Even though the questions do require them to have some knowledge of the vocabulary, it does not mean that the students understand what they are asked for in a question when they are presented the questions consisting the vocabulary. A good example of this is seen when the question asks for an answer that is not a possible solution to the question. Those who struggle with reading have a hard time understanding what they are being asked. There are several items and open-ended questions in the exam that require the student to have some proficiency in reading. These are the test items that the students, who are not proficient in reading, may have difficulty in. Throughout the exam the level of proficient reading increases as they get into part III, where they are required to answer word problems consisting of several parts. Since these questions are each worth more points, it seems as thought many of the students, who are not proficient in

Farrah’s independent level was determined to be grade 1, while her instructional level was grade 2, and her frustration level grade 3. Additionally, Farrah’s independent level of grade 1 was one level above her oral reading independent level of pre-primer, suggesting that Farrah was able to use context to decipher meaning from the text although she may not have accurately decoded each word, as confirmed by the analysis of oral reading.

Kletzien and Bednar (1990) indicated how activation of specific way may help older learners to tackle their text comprehension limitations. The writers offered a case study of a 10th grade learner whose reading ability increasingly lagged behind her grade level. The girl admitted that she usually did not understand the social investigators passages when she had to read them. The strategy analysis of the girl’s performance showed that though she was able to implement the decoding techniques properly, her text understanding was based almost exclusively on background

Felipe’s Sight Word Efficiency percentile score increased from 58% to 61%, showing an increase of 3%. His Phonemic Decoding Efficiency percentile score increased from 61% to 67%, showing an increase of 6%. His Total Word Reading Efficiency has also increased by 6%.

This decoding is the basis of learning to read. The other major impairment is in reading comprehension. Students with an impairment in reading comprehension often can read fluently without difficulty, however are unable to understand what they have read. Reading comprehension involves accessing meanings of words and higher order thinking. Making inferences and self-monitoring are crucial skills needed for comprehending text (Snowling & Hulme, 2012).

According to Fountas and Pinnell reading level system, Robert’s reading level is “W” (Data source – Fountas and Pinnell reading assessment). Just for comparison purposes, the average reading level in this 4th grade class is “Q”. Robert scored 3 out of 3 on the comprehension evaluation and only 2 out of 3 on fluency, which means that his reading fluency is in need of some improvement.

Tyler continues to make progress on his Reading Comprehension goal that states, "Tyler will, when given comprehension questions, use questioning strategies to increase his comprehension of materials in all classes, with a 75% accuracy in 3 out of 4 trails."Current scores on work samples that measure this goal are as follows: Literary passages: 75%, 80%, 57%, 46%, 73%, 50%, and 45%. Scores on informational passages are higher: 80%, 95%, 75%, 72%, 78% and 75%. Tyler's scores on vocabulary assessment work samples that measure his ability to decode the meaning of the word in context using various clues from sentences surrounding the word are below 50% He was given two informational reading passages where he had to decode the word in context using

My eyes focused on the overall average, printed in bold ink at the top of her page. Sixty percent! I thought I had managed pretty well, enough to grab a seventy five percent at least. The competitive 75% average for university would not be satisfied with a sixty-five percent in Math. I’d already been cutting it close, last semester my Chemistry average brought my average down from a seventy eight percent to a seventy five point three. I wasn’t sure what I could do now; I had come in for extra help with Mrs. Johnson numerous times. The problem was, that she kept re-explaining the concepts the exact same way. If I didn’t get it the fifth time you repeated it then I sure would not understand, when you repeated it the fifteenth time. It had gotten to the point that I l had lied, and told her I finally got it, but I really just couldn’t endure the emotionless drone of her voice anymore.

In looking at the raw data, all but one of my five sixth grade students in my class scored below the 50 percentile. This shows a need for fluency instruction and possibly a reason why students struggle in the area of reading comprehension. I administered the fifth grade level passage of the words per minute assessment, all of my students were reading at an independent level, but struggle to read the text fluently, thus affecting their comprehension. Most of the students scored 3/5 on comprehension part of the assessment.

fore these lessons, I observed student A read and saw how much he struggles and how long it takes him to read a sentence. He is never able re-call what he reads. While student B has some difficulty, his fluency is better then student A’s and he is able to recall more. The two lessons that I implemented confirmed my understanding that if students have difficulty with decoding words they will have problems with fluency, which will impact their comprehension.

Reading comprehension is an essential skill for reasoning and for functioning well in everyday life. The SAT is a test that measures these skills and it is a crucial part of high school students to be admitted into post-secondary schools. A test of this magnitude combined with the increasing competition in college admissions should have test scores increasing as each year passes, but instead, a reverse trend is occurring. The average reading scores have decreased in the last four decades, having dropped an average of thirty-three points from 1972 (Chandler). These drastic decreases in the scores can be attributed to the change in demographics of the test takers and the advancement of technological goods in everyday life.

At the core of this subject is the understanding that students must be able to read before then can navigate a complex word problem. The question then becomes “how well?” According to the study by Verzosa and Mulligan (2013), “researchers contend that word problem-solving difficulties mostly originate from linguistic or text comprehension errors”. This means that many students are prevented from proving their current mathematical understanding due to their inability to understand the text.