Reading Comprehension And Decoding Unfamiliar Words

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Joshua is a hardworking fourth grade student who enjoys learning about insects. He demonstrates academic strengths in the areas of reading comprehension and decoding unfamiliar words. In addition, he can quickly read pre-primer, primer and first grade sight words. He also exhibits a willingness to learn sight words he has not yet mastered to improve his reading fluency skills. Despite these reading strengths, Joshua is unable to read fluency. His poor fluency skills inhibit his ability to automatically recognize sight words from the second grade level and beyond. He struggles to read sight words accurately which leads to reading that is choppy. These difficulties hinder his ability to easily read grade level materials and over time they can interfere with his ability to derive meaning from higher-level text. Therefore, he would benefit from interventions that target oral reading fluency skills and sight word instruction to improve his reading abilities. Goals, Strategies, and Rationale Teachers should include goals that target automaticity and accurate reading for a specified number of new sight words by the end of the school year. They can present and use graded word lists such as the Dolch list beginning at the second grade level. When mastery is achieved, they can continue to add more words until proficiency of grade level lists are achieved. Customized CBM probes can assess his progress weekly to see if he can instantly read the words within 1 second at 95% accuracy. Teaching sight words will help to decrease his frustration and build confidence in his reading abilities because he will be able to automatically recognize the majority of sight words in grade level text allowing him to focus on the meaning of the print. Research ... ... middle of paper ... ...s that include rereading of text, listening to text repeatedly, and provide feedback improve reading prosody (Shanahan, 2005). Chunking incorporates all of these strategies and encourages reading beyond word-by-word reading in text across curriculums (Reading First Virginia, n.d.). Teachers can model the chunking process using familiar text during a think-aloud in different content areas. Students can then practice rereading the same portion of text with peers. At-Home Activity There are many at-home activities that can improve his sight word reading. Games such as Go fish can be made using index cards. Each targeted sights word can be written on two cards, and then shuffled into the deck. After dealing the cards, each player tries to match the sight words by reading them outloud. Joshua can play this game with his sister during the week and his mom on the weekends.
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