Spelling Assessment and Rti Essay examples

Identify any textbook or instructional program you primarily use for literacy instruction. If a textbook, please provide the title, publisher, and date of publication.

Creating and implementing effective lessons for a literacy learner who is struggling with reading and writing takes much effort and appropriate resources. Throughout the Literacy Development course, I have gained much insight and resources that have become valuable tools in addressing students’ literacy needs. Each week, I conducted lessons and activities that targeted the needs of many students, but my initial focus on was on one particular student. His individual reading level, spelling development, and writing abilities were analyzed and the recorded data was used

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.

By students reading aloud, we were able to practice the student's fluency and determine students accuracy within their decoding processes. The majority of students decoded at a fifth-grade level. Students who struggled with decoding were provided interventions within the resource room at the school. I noticed that students who remained in the classroom showed more progress throughout the year. Students provided with interventions continued to struggle with the fluency component of reading. For next time, I would like to be able to provide more in class interventions that target students needs based on reading fluency and comprehension.

The aforementioned symptoms can be difficult to recognize before a child enters school, but mostly become apparent when children begin to learn how to read. In most cases, teachers are the first to notice a reading problem in students. “Red flags” include the child’s difficulty playing rhyming games, singing nursery rhymes, and pronouncing new words. If concern is expressed by the teacher or noticed by the parent, the parent should contact a child physician and explain the issues. From there, a pediatrician will usually asses the child’s strengths and weakness with the help from both parents and teachers and then refer the child to a specialist. This specialist (typically a psychologist specializing in learning disabilities) can perform evaluations to detect specific areas in which the child is struggling. These tests vary, but some common and credible evaluations are the Dyslexia Screening Test and the Aston Index ( a comprehensive 16- part test covering visual discrimination, motor coordination, reading and spelling as well as general underlying ability and attainment) (Dyslexia Research Institute, 2004). After testing, specialists then recommend ways to help the young child manage the disorder and prosper in school. Unfortunately, there is no cure for dyslexia presently; but, with the proper assistance, most children are able to learn and read (International Dyslexia Association, 2002). In the United

The article also discusses how the CCSS’ “definition of success and perspective on literacy” (Karen K. Wixson, p. 389) will significantly impact assessments within RTI. Previously, RTI’s assessments for literacy emphasized fluency to the point that other areas were widely ignored. Under the CCSS’ concept of ELA assessments, fluency is just one portion of what will be assessed and therefore new measures for success must be developed to go along with the more rigorous standards in more diverse

The journal article provides relevant information and suggestion that can help the teacher in providing interventions that are a big help in students with LD. When assisting the teacher in implementing the intervention, fully understanding and applying the intervention is important; since one of the duties of an educational assistant is carry out interventions, and language as instructed by the teacher (Alberta Teachers’ Association, n.d.). Hence, this kind of information can help the teacher and I create modified IEP, if not curriculum, for a specific student with LD having a reading difficulty.

This paper synthesizes two journal articles about current research in assessment. Classroom Implications of Recent into Literacy Development: From Predictors to Assessment and Toward a Research-Based Assessment of Dyslexia: Using Cognitive Measures to Identify Reading Disabilities are the scholarly resources compared and evaluated.

There has been an abundance of studies completed to determine the effectiveness of repeated reading as a successful intervention for students who are behind in reading. These studies have identified that the success of this intervention is solely based on the manner in which the intervention is administered and how often the intervention is provided to the participating student.

However, among all of these reading skills that are traditionally evaluated, the one that appears to be strongest predictor of their later reading and spelling abilities is letter identification. The reason behind it is knowing letter names is strongly related to children’s ability to remember the forms of written words and their ability to treat words as sequences of letters. In order to have fun fluency with letter identification, they must be able identify letter names in and out of context and sequence. It is not just accuracy of letter recognition, but the automaticity that comes from practice and familiarity, that contribute to eventual reading success. This proves just how important for children to succeed in letter recognition at the beginning of their academic career.

When evaluating a student’s reading behaviour it is important to know his/her abilities as it pertains to phonemic awareness, phonics, fluency, vocabulary and comprehension.

After the DIBELS, the teachers recommended that 43 students receive Intervention and that 44 of the students not receive any intervention at all. The researches hypothesized that reading scores would be affected if the child were diagnosed with a speech disorder. At the end of the school year, test T2 was distributed to the students who had interventions and to those who did not receive any intervention. This test displayed that students who received intervention had better reading DIBELS scores than those who did not. "Children with diagnosed speech and language disorders are more likely than children without these difficulties to have later reading problems." (Foy & Mann 2011)

It is a “reading world” we live in and students should be guaranteed every opportunity to succeed in this information driven society. Children today are overwhelmed with more reading material than ever before on billboard, television, the Internet and at school, causing reading to become a relevant and essential need in the life of every child (Lumpkin 1972). Being able to read has become the core of our information driven society. Yet, reading difficulties continue to plague the foundation of our education system creating a problem that only seems to be escalating. Hasselbring affirms that reading difficulties are a serious concern to our nation’s students claiming that, “as many as

In order for teachers to facilitate effective reading instruction, they must determine what the students’ academic reading levels are. This research-based paper will introduce many assessment tools that teachers can use to evaluate students’ baseline reading stages in order to appropriately guide interventions and instruction. Individual students’ needs can be evaluated through initial and continuing reading assessments. Teachers can do this by using both formal and informal assessments to collect and record data to monitor student’s progress.

I am appreciative for the valuable information I obtained from this course. I intend to incorporate the researched practices into my reading program. Allington addressed several critical components of instruction necessary to ensure reading interventions are delivered with the best intentions and students are responding successfully to the reading interventions. However, my “aha-moments” included the topics: the volume of reading, matching students’ independent and instructional reading levels to appropriate texts, expert interventionist, matching intervention to the classroom curriculum, and group size.