...April 2018 PALS for Students with Dyslexia to Improve Fluency Dyslexia, a language-based learning disability, effects about 70-80% of students, which works out to be about one student in every classroom (Moats & Tolman, 2017, p. 1). Among these students, is John, a student in my classroom with Dyslexia. John shows difficulties in certain areas of reading and is behind his classmates in his reading abilities. John, in particular, shows his difficulties in areas of fluency, decoding, and comprehension. John’s difficulties affect one another. His poor ability to decode words affects his fluency which then affects his comprehension skills. For example, the other day when John was reading aloud to...
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...Fluency Fluency is another critical skill that must be mastered for students to become proficient readers. Fluency is considered the “bridge” between word recognition (phonics) and reading comprehension” (Rasinski, Paige & Nageldinger, 2015, p. 143). For children to become fluent readers they need to master the skills of rate, accuracy and prosody. According to LaBerge & Samuels (1974) reading is an informational process that requires students to master accuracy and automaticity. Students must be able to read the words accurately to deduce the meaning of the text. Students also must read at the appropriate rate and with the proper intonation and expression, thus creating reading fluency. Automaticity is the when students can pronounce a word it without applying decoding skills, this crucial to help students improve their reading accuracy. Without improving reading accuracy, disfluent students may spend too much time focused on decoding words, thus slowing down their reading (rate) and making it difficult for them to make meaning from the text. When...
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...among the family; however he is predominantly an English speaker. Michael is taught within the general education classroom and he also receives supplemental reading instruction from a teaching assistant twice per week. The teaching assistant works with Michael to develop his reading, writing and spelling skills. Beyond this service, Michael receives no other special services from Hillwood. Reason for Referral Michael was administered a variety of AIMSweb reading tests in order to determine whether or not his reading abilities were equivalent to grade level standard scores. The AIMSweb tests were administered because Michael ’s teacher, Ms. Bee, expressed concern about Michael ’s low achievement in a variety of subjects, specifically in English and Literature. Ms. Bee referred Michael for assessment and requested that a reading intervention plan be created for him if necessary. In addition to the AIMSweb tests, Michael was also administered the Test of Auditory Processing Skills- Third Edition (TAPS-3) and the Wechsler Individual Achievement Test- Second Edition (WAIT-II), in order to rule out any potential auditory processing or cognition problems. These measures were important to consider during the creation of an academic intervention plan for Michael Michael ’s ability to perform tasks in phoneme segmentation, nonsense word fluency, reading fluency and reading comprehension were assessed through the AIMSweb tests. Michael ’s auditory processing abilities were...
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...Sample Teacher Interview QuestionsTeacher Relationships With Students1. What kind of students do you like to work with? What type of students could you teach most effectively?2. You give an assignment. A student ridicules the assignment, saying it doesn’t make sense. What would you do?3. How do you help students experience success?4. How would you individualize instruction for students?5. What procedures do you use to evaluate student progress besides using tests?6. How would you challenge the slow learner and the advanced learner within the same class?7. What would your students say about you?Teacher Relationships With Colleagues1. What kind of teachers would you prefer to work with? Why?2. What activities would you like to work with in our school?3. What quality or qualities do you have that would enhance our teaching staff?4. What are some personality characteristics you find undesirable in people?5. Who should be responsible for discipline in a school? Why?6. What needs and/or expectations do you have of the school administration?7. How do you collaborate with your colleagues?Teacher Relationships With Parents1. What do you feel is the most effective way to communicate with parents? Describe how you have used this/these technique(s).2. Describe the reasons why you would contact parents.3. What would you include in your Open House presentations to parents?4. What community activities would you like to be associated with? Why?Instructional...
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...that one can read without full comprehension of what the text actually states, this where the ideas of reading expert Tim Rasinski come into play. Tim Rasinski is a well-accredited reading expert that advocates fluency in the beginner stages of reading. Fluency is the ability to read a text accurately, quickly, and with expression, but fluency bridges the gap between reading and comprehension (resourses). Looking further into the reading theories of Tim Rasinski we can see the possible key to developing reading comprehension through fluency. Biography Timothy Rasinski started out his career in education by teaching for several years as an elementary and middle school classroom and Title I teacher in rural Nebraska (Recourses). He furthered his education and became a professor teaching education at the University of Georgia. Rasinski is currently a professor of literacy education at Kent State University in Ohio (Recourses). He has written over 150 articles and has been included in 15 books or curriculum programs on reading education (Recourses).. Rasinski however in most famous for co-authoring the award winning fluency program called Fluency First, a program aiding many struggling young readers. His theories draw their basis of the foundations of reading fluency and word study, His research has been conducted...
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...on a review of the following six components of an RTI service-delivery model: • School-wide screening. Screening is a type of assessment characterized by quick, low cost, repeatable testing of critical academic skills or behaviors and can be administered by individuals with minimal amounts of training. A screening measures whether a student should be judged at risk. If a student meets the criteria for at-risk status, he or she is considered for more in-depth assessment. Screenings can use either a criterion referenced or normative comparison standard for measuring student performance. Progress monitoring. Progress monitoring is a set of assessment procedures for determining the extent to which a student or students are benefiting from classroom instruction. When applied with rigor, progress monitoring addresses the federal stipulations that...
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...Effectiveness of Technology on Math Facts Fluency Name: Institution: Course: Tutor: Date: A. RESEARCH TOPIC The majority individuals would have the same opinion that a key objective of education must involve the expansion of learners’ comprehension of fundamental mathematical theories along with procedures. Every student, comprising learners with impairments and students vulnerable to failure, require gaining the know-how and capabilities that may allow them into “understanding” math-associated questions which they come across everyday at domicile as well as in upcoming work incidences. Unluckily, substantial evidence exists to designate that such goal isn’t being achieved, particularly for kids manifesting learning problems. Because the initial dispiriting outcomes of arithmetic accomplishment discovered with State Evaluation of Schooling Progress (SESP) during 1974, insufficient evidence exists to indicate that arithmetic accomplishment has increased considerably, particularly for learners with impairments (Spinelli, 2012). The intention for this research is to identify technology effectiveness towards fundamental arithmetic fluency. As a component of the classroom educational involvement, the research was carried out with ten learners with fair to stern cognitive impairments registered into a school of special training. This five-week research employed a solitary-case turnaround plan (ABAB). Data...
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...Mrs. Cobb’s Class Newsletter September 2013 [pic] As part of the Responsive Classroom approach to classroom management, teachers at Mt. Pleasant employ a technique we call ‘Take a Break.’ When teachers ask students to ‘Take a Break’, students are not in trouble. The action is meant to be non-punitive It’s true purpose is to redirect a student who is making a mistake, about to make a mistake, or who is heading down the wrong path. We are guiding students to stop and think about what is going on and helping students make better choices or calm down while taking a break. Often, students are sent to the “Think Chair” simply to gather themselves. The goal is to get a student ready to learn and to keep instruction as seamless as possible. Eventually, we would like to get students to notice when they, themselves, need to take a break. Please be patient with teachers and your child as we put this strategy in place in our classrooms. Do not be alarmed if your child tells you they had to ‘take a break’ or even several breaks these first weeks of school. It’s a natural part of the back-to-school learning curve. It might feel odd at first, but will eventually be a normal part of our classroom. We have used it for many years with much success and I expect this year to follow suit. Since this is so common in our room, I will not be notifying parents of every break taken, but will contact parents if a trend develops or if taking a break is not working. 3rd...
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...very difficult for teachers to provide individualized instruction to every student in their classroom. Each student has their own academic and social needs, therefore it is important for teachers to be able to use viable techniques to educate these students, whether they are general education students or have a disability (Byrd, 1990). There is also an emphasis on mainstreaming, so classrooms are becoming more and more diverse. Peer tutoring is one technique that can be implemented in general education classrooms to help lower performing students improve academically. It is a system that children learn from teaching other children, or by being taught by other children. (Franca, Kerr, 1990) It also can have social...
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...Linking Assessment and Instruction for Students with Disabilities Final Exam Study Guide Information of each of these topics can be found in the notes, textbook, class handouts, and presentation handouts Introduction to Assessment and the Law – Chapter 1 Define and identify examples of formative and summative assessment * Formative assessment * On going evaluation * Less formal * Used to adjust and monitor progress * Summative assessment * Evaluation at the end of a unit/ year * More formal * Assess student competency with a unit Identify and apply the 6 principles of IDEA * Procedural Due Process * Zero Reject * To include all students * Nondiscriminatory * To determine whether a student has a disability * The nature of special education and related services * Appropriate Education * To provide benefit and progress toward outcomes by following the IDEA process * Least restrictive environment * To ensure IEP outcomes by ensuring access to general education curriculum, extracurricular, and other activities * Parent and Student Participation Identify the impact of ESEA/NCLB on schools * Accountablility fro results * School safety * Parental choice * Teacher quality * Scientific based methods of teaching evidence based practices * Local flexibility * Standards-based education * Current * performance ...
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...Learning strategies are used by students to help them understand information and solve problems. A learning strategy is a person's approach to learning and using information. Students who do not know or use good learning strategies often learn passively and ultimately fail in school. Learning strategy instruction focuses on making the students more active learners by teaching them how to learn and how to use what they have learned to solve problems and be successful. One strand addresses how students acquire information. It includes strategies for learning how to paraphrase critical information, picture information to promote understanding and remembering, ask questions and make predictions about text information, and identify unknown words in text. A second strand helps students study information once they acquire it. It includes strategies for developing mnemonics and other devices to aid memorization of facts as well as strategies for learning new vocabulary. These strategies help prepare students for tests. A third strand helps students express themselves. It includes strategies to help students write sentences and paragraphs, monitor their work for errors, and confidently approach and take tests. No single strategy is a panacea. For example, we have reading strategies that help students figure out what a word is, comprehend what they're reading, acquire vocabulary, and understand the structure of text. All of these strategies are essential for a well-integrated, balanced...
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...Child Health and Human Development (NICHD), repeated oral reading improves comprehension, as well as reading fluency and word recognition when used in a reading program. The National Reading Panel also reports that these three factors; comprehension, fluency, and vocabulary are important factors for making meaning. The article focuses on the use of word study to help build vocabulary and fluency. The author, reading specialist; Deborah Staudt, describes how she improved the reading skills of her learning disabled students in a south- central school in Pennsylvania by integrating word study with timed repeated reading. Since her students struggled with fluency, fluency was the main goal in addition to comprehension and word recognition. Students were encouraged to set goals for themselves when tracking their reading time. This practice was used to help motivate students and build their automaticity. The author states that students are more likely to forget words more so if they are unable to automatically recognize and read words on their instructional level. Staudt describes how she began her program with the introduction of weekly poems. She recorded the time it took her students to read their poem each day. She also used previously learned poems for practice and to build their fluency. The poems were used as a tool for teaching language skills and comprehension strategies. The word study portion focused on the spelling, rhyme, or rime pattern. She integrated the teaching of...
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...foundation in reading. The bible identifies teacher’s roles in 2 Timothy 3:16, “All scripture is breathed out of God and profitable for teaching, for reproof, for correction, and for training in righteousness. Teachers have a responsibility to ensure they provide instructions that will promote growth for all students. Although students have various learning styles, teachers can successfully teach reading through differentiated instructions. Many teacher fail to integrate reading into their subject because they often feel like they do not have the tools need to successful implement the content area (Wilson, 2011). In this paper, I will address the how ideal reading programs for first grade students should include phonemic awareness, phonics, fluency, vocabulary and comprehension to ensure the success of each student in reading. Phonemic awareness Phonic awareness is an important part of a strong reading foundation for students in first grade. Students entering first will have prior knowledge of phonic awareness from kindergarten classes. It is important as the teacher to build on the prior phonic awareness knowledge and correct inaccurate information to assist the students in building a strong foundation. Students will gain several skills from phonics awareness such as manipulating sounds in spoken...
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...Vocabulary instruction and the impact it has on reading comprehension is a topic that appears to be discussed but is not researched as much as we previously envisioned. There are many articles discussing how to implement quality instruction to provide vocabulary development at the elementary level. There appears to be little research on how vocabulary directly impacts student reading comprehension. There is also little research on how word walls impact overall vocabulary development. Vocabulary is one of the five major components of reading along with phonemic awareness, phonics, fluency and reading comprehension. All components are essential when it comes to reading but we believe that vocabulary plays an important role both in learning to read and in comprehending text. Readers cannot understand text without knowing what the words they are reading mean. Although we did not find as much research as hoped, we did find a wide variety of articles that examined the impact that vocabulary instruction has on reading. Many of the articles that we found explained a variety of ways to improve vocabulary instruction that would in turn increase vocabulary development. Some studies looked at emerging language skills such as alliteration, rhyming, segment blending and letter-word identification. Others focused more on decoding, word knowledge and word recognition. Other variables considered included age, gender, race or ethnicity, household income, disability and even parental intelligence...
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...Participants performed essentially better on infallibility measures than fluency measures. In addition, real word reading measures were better forecasts of reading comprehension than non-word measures.Also, an interaction was found between word choices and spelling ability, recommend that the words students use in their essays play a mediating part on the influence of spelling ability on writing quality. Poor spelling skills may persuade students to use easier words, therefore diminishing the understandquality of their essays.The third study differentiated two factors fundamental text production: mechanics and content generation. Results of this dissertation lay a basis for future research on the understudied population of students with LBLD and suggest liable targets for...
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