A. Purpose of the Study “Reading is the motivated and fluent coordination of word recognition and comprehension” (Leipzig 2001). In the educational system, pupils are encourage to read books because of the belief that one becomes better at a skill based on the amount of time dedicated to that particular skill. Pupils must practice the skill learned and receive “frequent feedback (Samuel and Wu).” Practice is most effectual when it is individualized and accompanied with instruction (Renaissance Learning Inc 2007). Individualized practice, allows the pupil to work at his/her individual ability. It challenges the pupil instead of frustrating him/her. Accelerated Reader (AR) program provides individualize practice to each pupil to maximize academic …show more content…
A representative from the program will come in to perform a refresher course for the teachers. The researcher and teachers will discuss ways to implement AR to ensure maxim results. The researcher will discuss some methods used at other schools with similar this school population. The researcher will share data with teachers of other schools’ success with AR. On the day of the assessment, the researcher will be present as the teachers sign out the assessment from the test coordinator. The teacher will administer the MYA. The teacher will return the test to the test coordinator. The researcher will score the tests and record the results of each raw score. Then will determine the mean score and standard deviation. After the administration of the MYA, the students will be exposed to AR. The teachers will implement the AR program for twenty minutes daily. The teacher will monitor students’ progress and discuss it with students. Students will read daily and take the computerized test. The students will also keep a reading log and record his/her grade for each quiz. When students obtain a score of 100% on a quiz, the student will be able to shout “Did It.” Students will then place a sticker next to his or her name on the chart in the classroom, which will be visible to all. The researcher will also monitor the students’ progress on AR. The researcher will have bi-weekly discussion with the teachers regarding students’ progress. At a later time, students will take the EOYA. The researcher will follow the same procedure that was followed for the
A.R. reading is the new choice of torture among teachers across the Issaquah School District (411). A.R. stands for Accelerated Reading.
My previous conceptions and beliefs about reading have been challenged by looking at a different group of learners. Now, I have a more solid theoretical understanding understanding of the importance of reflective reading practices, in which the reader realize that reading is a complex process that is not determined for the fluency and “correctness” of matching the printed word with its expected and “appropriate” sound. I am also more aware of the importance of continuous support for struggling readers in post-secondary
Reading: According to the teacher’s data, work samples and classroom observations, Danica has made program towards her reading goal. She is able to decode through unknown words, recall details and to answer questions from short passages; however she struggles with comprehension question for lengthy reading selections. Progress monitoring shows that she is averaging in the 30-40% proficiency for reading comprehension. Danica has shown improvements towards her reading fluency, according to the Mclass DiBels assessment, 51wpm from 21 wpm at the (BOY) beginning of the year. Informal observation made by the teacher notes that Danica demonstrates weakness in comprehension and fluency. The difficulty in the area of comprehension impacts the general education setting in the
The causes of reading difficulties often arise because of learning disabilities such as dyslexia, poor preparation before entering school, no value for literacy, low school attendance, insufficient reading instruction, and/or even the way students were taught to read in the early grades. The struggles that students “encounter in school can be seen as socially constructed-by the ways in which schools are organized and scheduled, by assumptions that are made about home life and school abilities, by a curriculum that is often devoid of connections to students’ lives, and by text that may be too difficult for students to read” (Hinchman, and Sheridan-Thomas166). Whatever the reason for the existence of the reading problem initially, by “the time a [student] is in the intermediate grades, there is good evidence that he will show continued reading g...
An Informal Reading Inventory is a great tool for teachers to use with their students to assess multiple concepts. One purpose of the IRI is to monitor the growth of a student’s word recognition, oral reading, and comprehension to determine the reading level of independent, instructional, and frustration. The frustration level is when the passage is too hard for the student even with help from the teacher. Instructional reading level is when a student can read the text with the assistance from a teacher, parent, or peer. Independent means that the student can read the passage alone with no outside help. When teachers administer these tests they can pick the level of the passage given and use the results to help decide how to further instruct
As the human race continues to become progressively more intelligent, countries are becoming more and more competitive in a “race to the top.” Our society, and others alike, have placed increasing demands on citizens in an effort to ensure they go on to be productive, intelligent contributors. While this is a natural progression of the human race, those who were previously struggling to succeed are now fighting to close an even larger gap. When it comes to education, this is a clear and present concern for many educators and students. Teachers are being held accountable for raising the bar and ensuring that each student performs successfully, in accordance with the national (Common Core) standards. A big concern regarding these increasing demands of an every changing society, are students who are already struggling to succeed, such as those with learning disabilities. One of the primary targets of the Common Core is reading, as reading ability is considered to strongly predict whether or not a student goes on to be successful in the education system and in society. In order to service these children, educators have experimented with many research-based interventions in an effort to get struggling students up to grade level and prevent them from being taken out of the general education classroom. The following articles discuss various aspects of a popular research-based intervention, Fountas and Pinnell, and how this interventions benefit students with learning disabilities, specifically in the area of reading comprehension.
There are numerous types of standardized tests in which educators choose to measure the academic level of students. The first common standardized test, the standardized achievement test, are used to measure how much knowledge students have retained from a particular subject. The results generally assist teachers in designing achievement programs in each subject area, such as reading, math language skills, spelling, or science. (Samuda, 1990) The second common standardized test is known as the Standardized aptitude tests. Instead of focusing on a particular academic subject, the aptitude tests measure a broad range of skills that would ensure success during the school career. The skills include daily activities such as verbal ability, mechanical ability, creativity, cleric...
The learner analysis was conducted to learn about the target population that will be using the reading comprehension unit. The main focus of the analysis was to find information that would help create a comprehension unit and help teach students the skills to understand what they were reading. To do this Criterion-Referenced Tests (CRT) scores were examined and a survey was created to investigate teachers’ ideas about reading comprehension.
Imagine waking up every morning dreading going to school and doing homework. No, it is not just because they are teenagers. This is the frustration thousands of high school students face daily because of the inability to understand words. Many high school students are affected by the significant problem of reading learning disabilities; therefore, in order to effectively address this issue, the nature and level of each student’s needs must be evaluated. Upon researching the wide range of strategies and interventions used in education for such students, it is apparent that the educator who applies the strategy is more important than the choice of which strategy is chosen.
By using audience response systems in the classroom, Thomas et al. (2015) stated that the audience response system brought instant feedback and participation to the classroom. Thomas et al. also noted that giving students the opportunity to respond in a classroom setting correlated to higher success. According to Thomas et al., students stated that they were held more responsible for their reading assignments. Russell et al. (2016) stated that audience response systems provided a rich active learning environment to students, reduced instructors’ workload in facilitating activities, contributed to effective teaching and collaborative learning, managed formative assessments and feedback, and allowed for customized teaching to fit students’ needs. Findlay-Thompson, Mombourquette, Thompson, and Blotnicky (2015) stated that it was hard to make an association between the use of audience response systems and students’ grades.
Shokrpouris, N., & Fotovatian, S. (2007). Comparison of the efficiency of reading comprehension strategies on Iranian university students' comprehension. Journal of College Reading & Learning, 37(2), 47-63. Retrieved from Education Research Complete database.
Since the reading movements of the 1980’s and 1990’s, many different theoretical perspectives on teaching reading have been proposed. This paper will examine and discuss major themes, issues, and influences derived from theoretical perspectives on reading instruction that have been proposed since the 1980’s. This paper will also examine four articles related to themes and issues taken from the State University library about reading instruction. The author will relay these articles from the library; to current classroom and personal experiences.
Access to information is made easy through the many journals and magazines available on a multitude of topics. Also there is prosperity of information on the World Wide Web (the Internet) which is available for access by users. Whereas information availability and access is increasing, most people discover that they have less time to read the material they require, or are interested in .As your reading speed skills improve; you will be able to read more materials in the same time and as a result can focus further on important details in the reading materials. Reading speed is a significant feature in teaching reading because only skilled readers can quickly and easily get familiar with the words of a text. Becoming familiar with words in the text should be an automatic and unconscious process without applying effort. Therefore there are some reasons that encourage the learners to increase their reading speed like: Achieving higher efficiency; saving time (Garaibah, 2003); reading with pleasure (Bergquist, 1984); providing the reader with a variety of updated reading materials; increasing the speed of comprehension because the reader can extract meaning from
Many students have a hard time when it comes to reading. There are many reading inventions that can help students out. Reading inventions are strategies that help students who are having trouble reading. The interventions are techniques that can be used to assist in one on ones with students or working in small groups to help students become a better reader. Hannah is a student who seems to be struggling with many independent reading assignments. There can be many reasons that Hannah is struggling with the independent reading assignments. One of the reasons that Hannah can be struggling with is reading comprehension while she is reading on her on. Reading comprehension is when students are able to read something, they are able to process it and they are able to understand what the text is saying. According to article Evidence-based early reading practices within a response to intervention system, it was mentioned that research strategies that can use to help reading comprehension can include of activating the student’s background knowledge of the text, the teacher can have questions that the student answer while reading the text, having students draw conclusions from the text, having
In this information–driven age, preparing students to read a variety of texts with complete understanding should likely be one of our educational system’s highest priorities. Understanding is more than just the ability to produce information on demand (knowledge) or the ability to perform learned routines (skills). “Understanding is the ability to think and act flexibly with what one knows.” (Active Learning Practice for Schools, n. d.) A review of the literature in the area of reading comprehension of elementary-age students shows two principle areas of focus. There is a body of literature that examines the development of proficient vs. struggling comprehenders and another body of literature that compares methodologies for teaching reading comprehension.