Summary Of Reading Recovery To Descubriendo La Lectura

Many students were reading below grade level, and Tyner needed an intensive reading model that could fill in the gaps of each student’s literacy. She began using a basal reading program called Early Steps (Morris, Tyner, & Perney, 2000). Tyner decided to use some of the components of Early Steps to develop her own reading model that would focus on the needs of beginning and struggling readers. The Small-Group Differentiated Reading Model consists of a framework specifically designed for beginning and struggling readers so that they may progress through the appropriate developmental stages and become proficient

This critique is on the evaluation program of Freedom School Partners Children’s Defense Fund Freedom Schools. This evaluation report was composed in October of 2013 by Dr. D. Bruce Taylor, Dr. Sandraluz Lara-Cinisomo, and Dr. Crystal Glover members of The Center for Adolescent Literacies at UNC Charlotte, North Carolina. This is the fifth evaluation of The Freedom School Partners Children’s Defense Fund Freedom Schools. The main purpose of this evaluation is to analyze the outcome of this summer program on a student’s reading accomplishments while attending a Freedom School Partners in Charlotte. Ten of the nineteen Freedom Schools were chosen for evaluation.

Reading is a means of language acquisition, of communication, and of sharing information which is essential in being a productive member of society. If and when a student missed an opportunity to learn the skills necessary for reading, it’s has a profound impact on their lives. As educators we realize that teaching all children to read requires that every child receive excellent reading instruction. We are also aware that children, who are struggling with reading must receive

Students utilizing the Reading Recovery program receive a half-hour lesson each day of school for 12 to 20 weeks with a specially trained Reading Recovery teacher. As soon as students begin to meet-grade level expectations and demonstrate that they can continue to work independently in the classroom, the specific Reading Recovery instruction is discontinued. The professional development for teachers trained in Reading Recovery is intentional and an essential component of successful program implementation. The Reading Recovery professional development “utilizes a three-tiered approach that includes teachers, teacher leaders, and university trainers. Professional development for all Reading Recovery professionals begins with an academic year of graduate-level study and continues in subsequent years. With the support of the teacher leader, Reading Recovery teachers develop observational skills and a repertoire of intervention procedures tailored to meet the needs of at-risk students” (Cox, 254).

Response to Intervention is defined in the book as the multi-tiered framework for addressing academic skills. There is three level of tiers, primary instruction or primary prevention, secondary intervention or secondary prevention, tertiary intervention or tertiary prevention. This approach if given to the students so they do not have to be failing in third or fourth grade, before they are provided with this intervention to help them succeed in reading. The students are given research based teaching in their classroom to help them with their reading , if so they are struggling the teacher will be able to catch it in their earlier years, such as the first or second grade.

English language development: The study authors did not find any statistically significant differences in the mean language development test scores between the BCIRC students and the comparison group students both in the study findings and the subgroup findings. However, the WWC reported that the intervention had potentially positive effects on English language development reading achievement because the study showed the substantively important positive effect with the large effect sizes (.29 in the study finding /.38, .22, .53 in the subgroup findings), and it also did not show a statistically significant or substantively important negative effect. However, the WWC did confirm the statistically significant positive effects of this finding because only one study was reviewed.

The Alabama Reading Initiative is a federal statewide program in Alabama. This program involves a statewide movement that aims at ultimately achieving grade-level reading for all Alabama’s public school students. This program is completely voluntary, and schools are selected from a pool of applicants who must agree to seven commitments to enter the program. These commitments include the following: must set a one-hundred percent literacy goal, achieve commitment of eighty-five percent of the faculty, attend a ten day training program, principal must be the site leader, each school must adjust their instruction to the program accordingly, each school must model research-based reading instruction for other schools, and be evaluated by an outside

The ‘Fun-to-Read’ program is a reading program that helps students improve their reading skills. They provide students with assistive reading systems, reading specialists, who help the kids and also training to the teachers. Due to the lack of funding, the program is unable to teach students or keep the program going. Many of our students suffer from learning disabilities, such as attention deficit disorder (ADD) and dyslexia, or other language based disorders. Many of our students are dropping out and parents are sending letters saying that they’re now worried

In “Summer Learning and its Implications” suggested that providing a summer outlet for low SES students with similar school materials and structure would aid in reducing SLL. Other suggestions include extending the school year, providing more cost friendly activities, and making the prospect of summer school more appealing to low-income students (Alexander, et al., 2007). Patton and Reschly propose that in the future research there should be an emphasis placed on the “recoupment, longitudinal studies of loss, and prevention”. They identify that when looking at these different areas it’s crucial that the multiple facets that impact them are also looked at, such as grade levels, subgrouping, when most academic growth occurs, and the type of instruction that will work best. Since the Kolose study didn’t directly measure the achievement loss of students, their future research is different than those suggested in the previous studies. Kolose identifies three major areas that need to be improved in order to decrease the SLE. First, there needs to be greater access to resources for low SES students. Second, efforts need to be made by both teachers and parents to increase the motivation and engagement that high SLE have for reading. Finally, high SLE students need to be provided with additional support and guidance when choosing appropriate books and building their independent reading skills. While each study proposes different means to decrease SLL, they all are identifying ways to make this goal

Given the current achievement reading gap between White and Hispanic populations, research on Spanish-English EBs is always important, not just for educators and practitioners to transcribe it into classroom practices, but also for EBs and their families to provide the support the EBs need to overcome the literary gap between these two

There are several strategies that can be employed to assist those who suffer disadvantage. Early interventions, (the earlier the better), are recommended to target deficit skills through reading recovery or acceleration programs (Sparks, 1999:13-16, Cunha & Heckman, 2007:1-5). The most successful projects appear to be those that also target families, either by providing resources or through family literacy projects. Parents can thus become upskilled themselves, becoming better equipped in the process to support their children’s progress. ‘The remediation efforts that appear to be most effective are those that supplement family environments for disadvantaged

The objective my project was to positively influence the self-esteem of children in the primary grades of two areas of Panama City. As a future early childhood teacher, I have learned it is important to find classroom activities that build the self-images of students, while creating a respect for individual differences and future goals (Lawrence, 2006, p. 101). High self-esteem correlates positivity with the academic achievements of students (Kaniuka, 2010, p. 184). Community partners indicated the need to help children build positive self-images while promoting the academic goals of primary grade students. Our community partners have indicated that they believe such an initiative will serve to lower the drop-out rates in schools within impoverished areas of Panama City. In addition, the Biblioteca of Mananitas, and Centro Educativo Marie Poussepin (“CEMP”) of Curundu has supported initiatives to increase home reading as a means to increase academic success. Lastly, community partners have expressed a desire to introduction children to English words at an early age to increase future employability across various economic sectors in Panama. In furtherance of all of these objectives, I developed a lesson plan that encouraged children to create an All About Me book in both English and Spanish for the early primary grades of students in Mananitas and Curundu.

Of the 27 programs evaluated, six showed strong indication of effectiveness and five had moderate evidence of effectiveness. The results for these programs were on language, literacy and/or phonological awareness. For some of the studies the significant effects were seen at the end of preschool (Direct Instruction, Interactive Book Reading), and for others at the end of kindergarten (Curiosity Corner, ELLM, Ready Set Leap!) (Johns Hopkins University, 35). It is programs that actually show results that improve academic and cognitive strength. That is why it is important to support and fund programs like these.

In Juan Miguel Luz’s article, “A Nation of Nonreaders” he gives light to fact that the Philippines’s high literacy does not actually reflect the literacy, reading, and learning skills of Filipinos. He states that, as a nation, the Philippines is considered a highly literate country, however this brings up the question of why there are plenty Filipinos who lack good reading habits and some are even illiterate. Luz also believes that the low literacy of Filipinos would lead to poor reading skills and in turn, poor learning skills since most core subject require good literacy. It is also clear in his article that he believes that, “…the problem of nonreading lies at the heart of why the Philippines is so uncompetitive in the world economy and why so many of our people continue to live in poverty or barely escape it” (Luz). With the problem of poor literacy in the Philippines, Luz gives his readers a sense of hope by discussing the programs, which seeks to improve literacy among Filipinos. The programs mentioned include, Model of Excellence Schools, ESKAN, and Library Hubs.

Learning to read is one of the most foundational skills needed for educational success. As children learn to read they develop the ability to decode, interpret, and store information from what they are reading. Reading comprehension allows a child to gain meaning from text and decoding allows a child to process sounds into words. Reading is vital to educational success because it allows a student to learn new information and build upon their prior knowledge. Students who attain reading skills are more likely to achieve academic success while students who have reading difficulties are likely to struggle academically and fall behind their peers. Reading difficulties have been prominent within the US for years. For example, the most recent National Assessment of Educational Progress statistics shows that only about 33% of fourth graders are at or above proficient at reading (National Center for Educational Statistics, 2011). Studies show that the cause of reading difficulties is based primarily on genes, environment, and instructional experience (Vellutino, Fletcher, Snowling, Scanlon, 2004). Students with a language learning disorder have difficulty comprehending spoken and written language thus making it difficult to learn new information. Children with reading disabilities are more likely to struggle during elementary school years as students are asked to think about what they read more critically. Speech language pathologists and teachers can help