The Program For Students From Elementary Through High School And Adulthood Essay

She shoots and she scores! That is the sound I loved hearing growing up. Being apart of a family who loved basketball I knew that I would play. 6th grade is when I began practicing and playing the sport I fell in love with. I dreamt of being the first female to play on an NBA team until the day my dream changed. I fell and injured my ankle at a game. I was so devastated and in so much pain until my doctor arrived. He smiled at me and told me that everything would be ok and asked me a question I’d never forget. He asked, “who would you like to be when you grow up” and I told him the first female to play in the NBA. He laughed and said why not become a doctor for the NBA team and at that moment the man who made me feel better about my injured

READ 180 Next Generation is a reading intervention program created by Scholastic in 1999 (“Scholastic launches”, 2011). This program was created to provide strategic reading intervention to meet the needs of struggling readings including English language learners (ELL) and students with disabilities, with age-appropriate and unique content for students in grades 4-12+. (Scholastic, 2014). READ 180 is a carefully researched reading intervention program with hundreds of Scholastic generated studies and third party studies for the last fifteen years. Marion Community Schools adopted the program in the early millennium to use as a Tier II intervention for grades third through eighth.

The importance of learning to read, has been discussed by many researchers over the decades. In particular, this case study, focuses on fluency instruction, which is “accurate, automatic, expressive reading regarded by educators as the mark of proficient reading” (Honig, Diamond & Gutlohn, 2013, p. 370). The goal of reading is to comprehend or to understand what is read. It is often presumed that if students can decode a text that they will eventually develop fluency, however, students need opportunities for intense, fluency-focused practice. Several studies have found students are not successful in independent reading when they have not mastered fluency (Rasinski, Paige & Nageldinger, 2015; Honig, Diamond, & Gutlohn, 2013). Thus, this case

Wellness and fitness should be an everyday activity for rescue workers, EMT’s and those employed in fire and police stations because their type of job is a physical one, that is required all day. Therefore, an onsite program for these rescue workers and EMT’s needs to be funded by the state or local government, like the military’s army, marines, air forces, and special task forces are. The reason it should, is because considering the tasks that EMT’s and rescue workers would need to do to be ‘fit’ for the job is why it is important to be in the first place. Many of the daily duties that recuse workers and EMT’s or those employed in fire and police stations face are functions such as, climbing in and riding in apparatus, donning PPE, climbing

Six months after intervention, the gains were still evident. Emergent literacy skills are not simply developed by just reading to children. Over the last few decades, research has stated that it is not the quantity but the quality of book reading (Scarborough & Dobrich, 1994). How children are read to affects their engagement and what they take away from the experience (Fluery et al.,2014).

Teaching students how to read is a complex process. It will require implementing a balanced reading program through a whole-language based approach to show students that successful readers have specific skills, knowledge and behaviours. Balanced reading programs must, therefore, include but not be limited to, incorporation of the cue systems, roles of the reader, reading strategies and early explicit systematic phonic instruction. It will also require identification of my own reading strengths and weaknesses to ensure my students become life-long readers.

A balanced literacy program is a necessity for a child’s education. The program should include multiple instructional activities being consistently implemented in the classroom. The National Institute of Child Health and Human Development (NICHD) determined, “37% of fourth graders read below “basic” level and much higher in minority groups.” (INSERT CITATION) More than 60% of African-American and Latino children are below grade level. A variety of instructional activities are needed to teach children to read effectively. Each of the activities play a necessary role, but can not stand alone when teaching children to read. These activities include: phonemic awareness, phonics, fluency, vocabulary, comprehension, and writing. (CITE INFORMATION)

2010). Use verbal cues for students to read with fluency, by promoting greater speed and accuracy. Verbal cues for students to read for comprehension are repeated reading of ability appropriate text out loud to an adult at least three times (O'Shea, L.J., Sindelar,P. T. & O'Shea,D.J.1985). By combining fluency based instructional components; a fluency based instructional package has been created with ready to use materials for teachers to use ad a form of intervention. The foundation of these programs were developed to serve as a addition to a students core reading program; providing systematic guidelines for easy implementation; and allow for greater publication across schools, districts, and states (Spencer,S.A., Manis,F.R.2010).

For the past few weeks, I have been watching video lectures from MIT’s introductory science courses. The information presented in these lectures is new and interesting. The format of these courses, however, is not. In every case, a professor stands at the front of a room full of students and spends an hour spewing information. Aside from the occasional question from a student, it is entirely one-sided; the class must simply passively absorb the content.

National Reading Panel define fluency as "reading text with speed, accuracy, and proper expression."(2000, p. 3-1). Reading Fluency has three interdependent distinct elements which are accuracy, rate, and prosody. Several decades of scientific research by National Institute of Child Health and Human Development [NICHD], clearly shows effective reading instruction addresses five critical areas: Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension. Research points out that Reading Fluency helps build a bridge between basic word decoding and comprehension.

As many teachers search for new strategies and interventions to address the lack of fluency within their reading programs, Repeated Reading (RR) appears to be a topic of curiosity. RR is an evidenced based strategy designed to increase reading fluency and comprehension through the development of automatic word processing and contextualized linguistic effect (Winter, 2007). Similar to the text features on a cell phone, automatic word processing is the ability to detect and comprehend a word effortlessly as the viewer glares to the next set of letters. This skill is key in increasing fluency as the reader spends little time decoding the words before them.

Data on program graduates is collected from two post-graduation surveys. The surveys seek preparation and performance information from the program graduates, on a self-reflection survey, and from their administrator at the current school of employment (e.g., the Employer Education Follow-up Survey and Employee Education Follow-up Survey) (Exhibits 1.3c/1.4c and 2.3d). Both surveys are aligned to the units Conceptual Framework and contain 15 indicators for response plus an open section for recommendations for departmental program improvement. Although Elementary Education Program data results showed data results specific to its program, all of the Secondary Programs’ data is all-inclusive for both the Employer Education Follow-up Survey and Employee Education Follow-up Survey for 2011-2014.

620). Recent research syntheses have corroborated this conclusion (Meyer & Felton, 1999; National Institute of Child Health and Human Development [NICHD], 2000; Therrien, 2004). Therrien (2004) stated: [R]epeated reading can be used effectively with nondisabled students and students with learning disabilities to increase reading fluency and comprehension on a particular passage and as an intervention to increase overall fluency and comprehension ability. (p. 252) The highly converging support from by now an extensive research base for repeated reading raises the question: What is it about repeated reading that facilitates reading fluency? Researchers have suggested that difficulty in word recognition is a major obstacle to fluent reading, while maintaining that reading is a complex process involving multiple levels of processing from word decoding to deriving meaning from sentences, paragraphs, and the text as a whole and that fluency can be jeopardized by a breakdown at any of these levels (Logan, 1997). LaBerge and Samuels (1974) argued that slow decoding creates a “bottleneck” that impedes the flow of thought and hampers comprehension. Poor readers often spend a great deal of their cognitive resources on decoding and have little left for comprehension. Conversely, good readers decode

It has been widely documented that most children effortlessly acquire basic reading and writing skills in the elementary grades that serve as the foundation for literacy accomplishments in middle school and beyond (Geiss, 2012, p. 60). These basic reading skills include phonological awareness, which is the ability to identify letter sound correspondences, phonemic awareness, which is the ability to consciously manipulate sounds in different ways such as segmenting, blending and deleting sounds, reading fluently with accuracy, the acquisition of new vocabulary, which is the ability to recognize words’ meanings in written texts, and reading comprehension, which is the ability to construct meaning from sentences, paragraphs, and longer texts (National Reading Panel, 2000). Students who are eligible for special education services under the specific learning disabilities category, are more than likely eligible due to a difficulty in reading. Even though most children acquire these skills naturally, there are still some students that present difficulties or significant struggles with basic reading skills and reading comprehension.

Ernestine Walls Benedict said, “Reading empowers children by providing a virtual passport to explore the world. They can learn about places, people and things very different from their own experiences, as well as see themselves reflected in other children’s lives.” Being able to read is not only important but it is critical for a person to succeed