The Effects Of Reading Instruction On The Reading Skills And Students Who Are Behaviorally At Risk?

Early reading success is the foundation of a student’s knowledge and self-esteem. The foundation also provides future opportunities for growth. Students must learn to read proficiently so that they are able to learn more in future grades, post-secondary schools, and the workforce. Beverly Tyner’s Small-Group Reading Instruction: A Differentiated Teaching Model for Beginning and Struggling Readers states “In the United States, which offers few career opportunities for the illiterate, teaching children to read proficiently is the most important single task in education.” (Tyner, 2009). Beverly Tyner created the Small-Group Differentiated Reading Model which incorporates research-based strategies for teaching beginning reading skills and skills

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

In this article Laying, Twyman, & Stikeleather discuss the Headsprout Reading Basic program. Despite the great amount of time and money spent on numerous reading programs, today’s many elementary students are still struggling academically, especially reading. Headsprout Reading Basic Program was scientifically designed and revised to help reach all students be successful readers.

There has been a significant loss in motivation to reading, especially seen in young people and children. The intervention program that is being explored is the “Joy of Reading” intervention and was implemented in twelve second grade special education classes for students who had learning disabilities. There were 108 students in total, between the ages of 7 and 8. The control group, or the group that did not receive the intervention program, consisted of 108 students. The classes were randomly assigned to the experimental or control groups, as the reading ability for all participants was below their age level. A language independent test called RAVEN was administered to the students in order to note the students’ cognitive abilities. The test measure general intelligence and is the most common and popular test administered to people ranging from five years old to the elderly. The Joy of Reading intervention program was implemented five days a week for 45 minutes per day throughout the course of a school year. The program consisted of fixed parts, such as daily reading with writing about the reading, and variable parts, meaning storytelling and retelling the story and functional reading. The program is assessed in three parts: book preference, meaning that children will choose to read a book for fun as opposed to an electronic device; quantity of reading, meaning someone who

The purpose of this meta-analysis was to gather, classify and evaluate information from previous studies for scientific data to support long held beliefs in relation to recreational reading and academic performance. The belief that recreational reading results in stronger reading, vocabulary, writing and spelling abilities has influenced curriculum and lesson plan choices and, in particular, free reading homework assignments. Upon evaluation of the data gathered it is determined that, while there is an upward spiral causation, it varies from age group to age group, has greater effect depending on the subject’s initial reading abilities and has varied effect depending on the skill being tested. The study concluded that not only is

Researchers have found that 75 percent of students identified with reading problems in the third grade still struggle with reading in the ninth grade (Shaywitz, Escobar, Shaywitz, Fletcher, & Makuch, 1992). No wonder our diverse populations are not successful in school.

National Institute of Child Health and Human Development. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Report of the National Reading Panel. Washington, DC: Author. Retrieved March 28, 2018 from http://www.nichd.nih.gov/publications/nrp/smallbook.cfm. In 1997

Response: Results of the Scholastic Reading Inventory administered to over 1,000 students at a Title I school in northeast Georgia indicates 41 % of the economically disadvantaged students and 43% of the African American students scored in the basic range. Results also show students were reading two grade levels

“Many children fail to reach proficient levels in reading only because they do not receive the amount and type of instruction they need” (Foorman, Francis, Fletcher, Schatschneider, & Mehta, 1998; Morrison, Bachman, & Connor, 2005 2005; Vellutino, Scanlon, Sipay, Small,

290). A more board implication is that students who have reading difficulties will likely need intensive intervention. Decoding, fluency and reading comprehension can be the focus of these interventions which allow students to opportunity to work on their reading deficits. The selection of appropriate programs is also an important aspect of intervention, “selection of programs that are appropriate for student’s reading levels, and using mastery tests and other progress monitoring measures to determine how quickly students can proceed through a program or when a change of emphasis is warranted” (pg. 290). Through proper data collection and analysis, appropriate and comprehensive programs are able to be created and used to increase a student’s reading

skills. The study will demonstrate what strategies are effective for students who are deficient in

While reading and looking at many strategies and procedures I feel that repetition in most cases for at-risk students is the key. Strategies such as these will give students the tools to become better readers. The experimental group of third graders who were working with the interventionist understood the text when it was read to them; however, the word recognition was the cause for the low test scores (Mayfield & Holmes, 1999-11-19). A problem in my classroom addressed by the repetition strategies was the ability to read and remember sight words.

The conclusions that have come out of researching “Effective Reading Instruction” have shown significant benefits to students who are taught in an upfront, straight to the point manner. Within this essay it will be discussed the importance of an effective reading instruction along with its 5 elements. As well as the effects of explicit and systematic approaches on student’s literacy development. The benefits of allowing children to choose their own reading literature and the findings of the research completed in this area will also be discussed.

For a child who is just starting to learn to read, they need sufficient practice in reading a variety of different books to achieve fluency. Reading can be complex and has many different aspects (Burns,1999). It is suggested that children who have problems reading and writing at a young age will find it hard to catch up as they get older and will not reach their full potential as adults, many will withdraw from school or society and some becoming involved with crime (MacBlain,2014). 40 percent of children find learning to read a challenge but with early help, most reading problems can be prevented (Reading Rockets, n.d.).

Many students around the United States have reading difficulties, which can be due to a variety of reason such as: low socioeconomic status, family history of learning disabilities, a neurological disorder, limited exposure, etc. Reading difficulties can lead to further problems with education and learning, therefore the struggles should be addressed and intervention techniques should be implemented promptly. The interventions need to be individualized for the student based on their needs in order to improve the student’s reading to the best of their abilities.