What Affect Does The And Difference Of Means For The Variables?

This has deepened my understanding of the big 5 concepts of literacy (phonemic awareness, phonics, vocabulary, fluency, and comprehension) through understanding what criteria can be used to determinate what is effective developmental for a reader and what needs improvement. The Informal Reading Inventory is one example of this because it allows me to assess word recognition, oral and silent reading, comprehension, and literacy capacity. All of which is valuable information which I can then use as a reading teacher to determine further instructional moves. While I have yet to have a place to fully put these assessment techniques into my full practice as a first year teacher. Learning about how to properly assess these components has better equipped me to think about my students' literacy abilities and further strategize my instructional planning to meet the diversity of their literacy

It is believed that parents of young children tend to be younger themselves, and therefore have less career experience causing them to earn less money (Fass, 2006). This means that younger children in severe need of parental support to develop literacy skills will often miss

From 1992 to 2009, the rate of 12th graders reading at or above Proficient & Basic levels respectively

The validity of the Informal Reading Inventory is questionable, because without knowing the initial key factors of sex, race, age, and location, it is difficult to measure a student’s literacy intelligence based on the specific word lists and passages that this test contains. A student’s ability to read and comprehend passages adequately, or at a specific grade

Phonemic awareness is a vital role in literacy instruction. Many schools and districts adopt a commercially published basal reading program and it becomes the cornerstone of their instruction ( (David Chard, n.d.). We also know that through investigation and research it has shown us that word-recognition instruction and instruction in oral language skills related to word recognition were inadequately represented. (David Chard, n.d.) The same researchers have found that the reading passages that students are reading didn’t relate to the words they were learning. In order for students to read at grade level or above a supplemental program should be implemented. I have found that at my school we are lacking a phonics program that will reach different students abilities and make them successful in reading. My goal for this paper is to show my district that using a supplemental phonics program aside from our basal phonics program will prove beneficial to strategic readers who fall below grade level.

Channelview ISD, the district in which I was raised and currently teach, is considered a low demographic district with a high population of at-risk, economically disadvantaged and special education students. The TAPR results exhibit a clear correlation between the demographics of the school and their performance results. Results vary sporadically and show clear indicators of differences amongst demographic factors such as grade, gender, race, economic level, language capabilities and intelligence level, however, some factors influence test results more than others. Grade, intelligence level and language capabilities prove to be the main factors in the gaps between the percent of the state that were at Level II Satisfactory or Above and district percentage results. Also analyzed were the percentages of students who were at Postsecondary Readiness and Advanced and lastly and analysis on what percent of students made progress and exceeded progress as well as identifying which students performed well and

Amanda and Erica’s grades may differ for a variety of reasons. Studies show that the more academic activities a parent is involved in is significantly associated with their child having higher literacy achievement, lower rates of grade retention, and fewer years needing special education (Miedel & Reynolds, 2000). Amanda’s father’s income, education, and occupation also all correlate with her literacy abilities (Buckingham, Wheldall, & Beaman-Wheldall, 2013). Parental education has the strongest influence of the three (Buckingham, Wheldall, & Beaman-Wheldall, 2013).

(Counselors Affecting Reading Everyday). My plan would involve developing one-on-one counseling sessions where the students would start off by taking a learning style inventory as well as a reading interest inventory. The purpose of the learning style inventory would be to help the students as well as their teachers to understand how each individual child learns and processes information. The reading interest inventory would serve the purpose of helping the students to find a particular type of text that they may enjoy reading. Upon completion of the learning style inventory and reading interest inventory, the students would begin meeting with the counselor to receive one-on-one reading opportunities using books that students self-select based on their interest. This one-on-one meeting will serve to meet the needs of those students who stated that they did not have anyone at home to read with. The students will utilize the school’s Accelerated Reading program to take quizzes on the books they read with the counselor. After earning their first five Accelerated Reading points, a book will be purchased for the student based on their interest. This incentive plan will serve as a means to provide personal books for those students that do not own any as well as attempting to help them to get over the fear or taking reading tests. During these weekly meetings, the counselor will provide a variety of reading text (based on student

The researchers goal was to know if the effects of small-group reading interventions implemented positive behavior in support model, on elementary students that show any emotional and behavior disorders or that do not show any emotional and behavior disorders. The following are the research questions they addressed: (a) the differences in reading instruction in a general classroom for students at risk and to compare schools that combine behavior/reading risk. (b) differential effects with small-group instruction. (c) how do any of the observable differences translate to the outcome of students’ growth in reading.

However, In a more complex study, Yesil-Dagli (2009) found that on average, ELL students who are eligible for free or reduced price lunch compared to those not eligible for free or reduced lunch, Hispanic ELL students compared to White ELL students, and male ELL students compared to female ELL students, read fewer words at the beginning of first grade and demonstrate a slower growth rate. This directly impacts their fluency rate in DIBELS. Paleologos and Brabham (2011) found that DIBELS Oral Reading Fluency (DORF) is effective for predicting the performance of high-income students in overall reading standardized tests but not low-income students. According to their research, high-income students demonstrate higher abilities in reading fluency, vocabulary, and reading comprehension in comparison to low-income students although both groups had achieved “benchmark” proficient scores in DIBELS.

Her mother received a BS in Child-Life Development at MSU and her father earned a Business Management of Sales at Rasmussen. Her mother never had any educational problems while she went to school. She always enjoyed reading and was advance compared to her peers. Nealy’s dad did struggle at school, he had to repeat 2nd Grade. Nealy’s mom didn’t know that her husband struggled with reading until Nealy was born. At night when Nealy’s dad would read to her, he would skip over words and would sound extremely “choppy.” According to Nealy’s mother, her husband claims he can read fine when reading to himself, he just “can’t read out-loud.” Therefore, Nealy’s mom does the majority of the bedtime reading to all their children. Nealy’s mother is an in-home daycare provider and her father co-owns a Bio Wood Processing Business. Since Nealy’s mom is a daycare provider, she works with all her “kids” on reading and writing every day. In the summertime, there is less emphasis on academics and more on outside exploration and

The single most significant factor influencing a child’s early educational success and achievement is an introduction to books and being read to at home prior to beginning school. Parents must be literate to help their children succeed.

Most of the other students in her 2nd grade classroom are able to read classroom text and complete work independently. They also read books for enjoyment on their own. The reading time in her classroom consists of a block during which the teacher works with small groups and the children are expected to work quite independently when they are not working directly with the teacher. The class uses a trade book format and this is utilized across the curriculum. Students are provided with short skills building lessons in large and small groups. Most of the time spent during explicit reading instruction is targeted to helping students develop reading fluency.

Families are often encouraged to provide a variety of reading material for their children, especially at an early age, to give children plenty of options when learning how to read. When children are provided with a variety of reading material at home, they see that a high value is placed on reading. If parents value reading at home, children tend to value it also, and the more a child is encouraged to read at home, the more they will want to engage in reading in general. By being involved in their child’s reading development, parents can give their children a firm foundation to reading prior to entering grade school which will lead to a lifetime of reading enjoyment and

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