Reading Intervention Plan

In the last couple of weeks, I have struggled to find time between classes, studying, work and other things to find time to read a book from start to finish. At this point in my life, I find myself only being able to finish books that are assigned to me. My initial goal was to read three books that, in the past, I came across but never actually found the time to read. I chose the books, Paper Towns by John Green, The Choice by Nicholas Sparks, and Where She Went by Gayle Forman.

The present articles were all conducted over a ten week timespan, with the common theme of the Lindamood-Bell Reading Intervention. The Lindamood-Bell Reading Intervention was reading interventions for children at the average age of ten. The families were recruited through clinics and different support groups across the United States through different Lindamood-Bell Learning Centers. During the study, the children with ASD got instructions one-on-one in a setting that was distraction free. These instructions were given four hours a day and for five days out of the week. The purpose was to help strengthen activity in certain areas of the brain where an ASD individual would lack in such as language, reading comprehension, etc. To do so,

Using the bottom-up approach to disseminate the information for teachers and students affected by the Leveled Literacy Intervention program (LLI). Chen (2015) explains that if a “real world program is found practical, an effective evaluation provides systematic and evidence of the of the intervention’s effectiveness long-term and in the real world” (p. 400). Accelerating the dissemination of effective interventions and practices are indispensable to LLI and the improvement in reading achievement (Ng & Bartlett, 2017). The bottom-up reading model ensures sustainability of effective intervention or training and developed by stakeholders and researchers (Ng & Bartlett, 2017; Chen, 2017). Notably, it is the process of getting teachers to collaborate

This website is very informational gearing towards different audiences. One being family support as known as family resource team. On this page, it has two 3 different professionals that have background knowledge about the syndrome. Two out of the three professionals have a master’s degree in education. Each individual has information for providing resources on who to contact if they need help planning meetings for individual education plans, and IEP goals. At the bottom of the page is a contract form for advice on finding medical professionals.

Dae'Quon and his mother Katrine met at the East Location for the intake. Dae'Quon is a 17 year old who is graduating from Henrico High School this year. He is receiving a modified diploma. Katrine was very thorough in trying to understand everything about the process and the services. She explained that even though he was always in Special Ed classes he just received a diagnosis as Autistic with Asperger's. Dae' Quon was dismissed from DARS last year because it was determine he would not fit their program however mother was told to bring him back at age 19 to be retested.

Overall, the instructional plan was effective because language comprehension was the target area of improvement and Jon’s Whole to Part score went up in this category. He also improved in word identification. Jon showed great progress on goal one, word work. Jon did at least one lesson, which contained 10 words, every week. He would manipulating letter tiles to make works, sort those works, and read them out loud. Figure 2 shows the pre-work to each lesson. First, Jon would create his own letter tiles of the lesson then take two minutes to come up with words on his own. Jon did not seem very confident in his spelling during the first pre-word. I asked Jon why he kept crossing out words and he said “because I don’t know how to spell

Some of the biggest concerns remained specifically with three Spanish-speaking students, each of whom were natives of El Salvador. Each of these students spoke English as a Second Language. These students have been identified with learning disabilities, specifically auditory deficits. All have been tested at a reading comprehension level of third grade using the Qualitative Reading Inventory (QRI) and the Degrees of Reading Powers (DRP). They each had IEP goals for reading and writing. These three students did not contribute to classroom discussions nor have many social interactions with other students. They had, however, formed a tight-knit social group with each

The central focus of my learning segment is to learn about the relationship between cause and effect, sequencing, and timelines. As we near the CRCT, the students need to be able to describe the relationship between causes and effects. The students will also be able to write their own sentences and stories using different cause and effect strategies. The learning segment will be broken down into four different days, the first day will be focusing on finding cause and effect relationships in literature, the second day will use historical contexts for cause and effect and sequencing, the third day will use science to explain why sequencing is important, and the final day will focus on how personal behaviors can have different effects on the classroom and school. Each day my lessons will delve deeper into the meaning of cause and effect. By the end of the week, my students should be able to explain how their own behaviors affect the classroom and school. The students will work on building their own stories using different cause and effect signal words.

According to the graphs my reading rate has significantly, decreased from 111 words per minute to 78 words per minute. I have implemented the following strategies to try to improve my reading rate when it comes to reading. Then, my comprehension has also decreased went from 100% to 88%. I have also implemented the following strategies to improve my comprehension as well.

David is in 2nd grade and also participated in ESY this past summer. He receives occupational therapy services for his handwriting and sensory integration/regulation. He also receives speech for echolalia. Ms. Lantz uses the ALL reading curriculum with him as well as direct instruction math.

15% of Americans suffer from a reading problem known as Dyslexia. These individuals who suffer from Dyslexia may, according to Webmd.com (2015), “have trouble with reading, writing, spelling, math, and sometimes, music”. When I think of Dyslexia, I think of someone who mixes up their numbers and letters around while reading. Growing up, I would mix up my numbers and letters (I still mix up my numbers from time-to-time) and was tested for Dyslexia. I was never diagnosed with being Dyslexic, but it was always something I thought about.

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Balanced Literacy (Reading) Gradual Release Components of Balanced Literacy Goals Application Instructional Strategy/ Material High Level of Teacher Support Read Aloud/ Modeled Reading -Demonstrate proficient oral reading -expand access to text beyond students oral reading ability -examine thinking during the reading process -Reader’s workshop mini lesson -think aloud -Teacher reads aloud a selection to small group of children -picture – text/ -teacher-made picture book story Shared Reading -Model reading strategies -teach reading strategies -extend understanding of the reading process -share reading with the children -Reader’s workshop mini lesson -Teacher and small group of children read text aloud together -picture – text/ -teacher-made

The process of learning to read can be difficult for young children. Teachers require knowledge and understanding of the reading process as well as skills to teach children skills and strategies to become a successful reader. Using a balanced approach to teaching children reading skills and strategies, teachers start with explicit instruction before gradually giving students responsibility and independence in using these strategies for reading. Teachers must understand the importance of oral language, vocabulary, concepts of print, phonemic awareness, phonics and comprehension within the reading process to ensure that children are well equipped with these elements prior to learning to read. Knowledge and understanding of these concepts give teachers the skills to teach children to read.

As I read these quotes, I remembered previously hearing the quote by Angela Carter. The remainder of the quote helps to explain it even more. Although, I have to admit I’m not a huge reader. Growing up with a learning disability and dyslexia, that was not clinically diagnosed until much later; I was always told by teachers, counselors, and specialists to just read more. As if reading more would be a magical cure for all of my issues. Only my parents knew exactly what I was struggling with and how difficult reading was for me. I think between my struggles and their blaming my “disabilities” on my not reading enough, I was turned off from reading. I have and still read for assignments but rarely any pleasure reading, simply because it