Through they ARI assessment that was given to Lillie there are three specific areas that she could improve in to enhance her reading abilities. Three areas on which Lillie will focus on are comprehension, fluency, and writing. Each of these recommendations that follow are all based on these three target areas, along with strategies for each area. According to the ARI assessment that Lillie was given, she had little prior knowledge to the text, summarized and retold with little detail. For these reasons it is recommended to work on Lillie’s comprehension skills, especially in informational text. A strategy that will help improve Lillie’s prior knowledge/ prediction comprehension is to do an activity called exclusion brainstorming, which is …show more content…
She occasionally repeats words or sentences which caused her oral reading to be less fluent. A strategy that will help is from the book 50 Literacy Strategies which is Choral Reading. Lillie has already participated in choral reading which allows her to read aloud, she can participate into echo reading which includes a leader who will read a line and the partner repeats it. This strategy will allow her to read with accuracy. With echo reading the leader reading the sentence, and the listener repeating it back will allow any errors to be noticed and will allow the student to self-correct her mistakes. Another strategy that will help improve Lillie’s fluency is from the 50 Literacy Strategies, which is the Goldilocks Strategy, in this lesson the student will identify their own books that are “Too Easy, Just Right, Too hard” books. This strategy will help Lillie understand text that has difficult vocabulary or books that are harder to understand, and learn the books that are “just right” which they can read with fluency. Reading with fluency will also support comprehension skills. By doing Guided Reading; a strategy from readwritethink.org, there will be an opportunity to read to a certain point and ask questions, this will allow Lillie to read with fluency in order to prepare herself for the questions that we will discuss. Reading passages carefully will allow Lillie to make less errors or
Struggling with reading came early on in Mikayla’s academic years. Her family was definitely an early influence in her reading ability. Her parents and grandparents were very involved in Mikayla’s reading development. Her father on his off nights would read bedtime stories to her and her sister until about third grade. After third grade, she was expected to read at least thirty minutes before bed every night. She also joined in on Grandpa’s morning rituals of reading the paper, she would read the funnies. According to Jongsu Wee, we learn our reading habits because it is embedded in our everyday life (Jongsu, 2009). Pamela, Mikayla’s mother, said that often Mikayla was very talkative about the books her parents would read to her. She was so excited about reading the next one that often times her mother would stop in the middle of reading to leave her in suspense. Her grandfather, Carl, was also a great influence in her reading. When she would stay at her grandparents’ house, Carl would often read her the funnies or a story in...
After, reviewing the vast amount of reading inventories that can be utilized to obtain a reading competency level for a student. I decided to utilize the Jennings Informal Reading Assessment, this assessment had all of the essential elements needed to analyze and evaluate the reading styles and comprehension level of a student. The unique qualities that assist me in selecting this strategy were that of the preprimary word list. The word list offers the student a chance to learn and observe terms that he/she may not have known prior to the assessment. This also provided me with a better understanding of the student usage of visual cues and ability to utilize prior knowledge to understand and recognize information. This is a cognitive ability
Some challenges that Aaliyah experiences when reading are; understanding the text completely and retraining the information for a long period of time. In addition, Aaliyah get distracted easily if the text isn’t interesting to her.
Through conducting Connor’s Running record, I learned that he is developing well as a begging reader. I assessed him using a book The Wheels on the Bus that was above his grade level, and the book was considered an instructional level for him based on his 90% accuracy. He is a kindergartener, meaning that he has had little experience reading and has room for improvement, however he is developing into a successful reader. Connor still needs to improve his comprehension due to the fact that he rarely used meaning or structural clues to help decode unknown words. I also learned that Connor is very successful in regards to identifying sight words. Every time that he read a sight word, he seemed confident and enjoyed coming across a word that he knew. Repetition throughout a text is something that works well for Connor’s reading ability, because he is also good at recognizing words that he has already read. Connor is developing fairly quickly for a kindergartener and the Running Record allowed me to assess his strengths and weaknesses to guide further instruction for his continued reading development.
"Guided Reading: 6 Ways to Improve Literacy Skills." Tchers Voice. N.p., n.d. Web. 28 Apr. 2014.
The student must also focus on self- monitoring their reading. The student often substitutes words that look like each other and have the same beginning sound, but the word usually does not fit the sentence. The student’s errors are mostly visual and some syntax. It seems like the student has a problem with nouns, often getting names of people and things wrong. The strategies I will provide for this student is teaching the student how to make sense of what he has read. Providing phonetic exercises will help the student decode, pronounce, and even be able to spell new words. The student needs to ask himself and check to see if the sentence sounds and looks right. I will also teach the student to slow down and use pictures to guide his reading. Using pictures will allow him to make sense of words that are nouns. As he reads me a story and substitutes a word, I will stop him and ask him does the sentence make any sense. Then, I will advise him to use the picture, try to make sense of it and reread the sentence. Overall, the student struggles mostly with visual in reading. If the student practices the processes of decoding and blending words routinely his brain will form subconscious letter patterns and sounds in each word. Although, practice will allow him to subconsciously develop the skills necessary to solve his reading struggle, I will encourage self-monitoring, therefore, he is still aware of his mistakes that way he makes it a habit while reading to constantly ask himself does this make
Overall, teachers need to take into account all six critical areas of reading when teaching. No matter the subject or time constraints, teachers need to incorporate all areas into the curriculum. Reading is a complex process. If a student does not know to read, a student will never to be able to achieve their best. When using all six areas teachers are using a balanced literacy approach and create greater success for students to succeed in reading and writing.
Reading Mastery is targeted for grades K through 5, focusing on phonemic awareness, phonics and word analysis, fluency, vo...
Reading comprehension is a skill that has to be learned by most of the population. This includes adults that have been reading for many years. There is a difference between reading and reading comprehension. Read is defined as, “to look at and understand the meaning of letters, words, or symbols” (Read, 2014). Comprehension is defined as, “the act or action of grasping with intellect” (Comprehension, 2014). Even as an adult, people may have difficulties with reading comprehension. There can be visual learning disorders such as dyslexia. There are many learning techniques and strategies that can negate or even overcome these visual learning disorders. This paper will discuss a few techniques and strategies that when used can improve reading comprehension such as vocabulary building, effective reading, and reading strategies. With these techniques the road block of dyslexia may no longer be an issue.
In the Broad Reading and Basic Reading clusters, there are significant differences in her reading and comprehension skills. She is able to
Nichols, W. D., Rupley,W. H., & Rasinski, T. (2009). Fluency in learning to read for meaning: Going beyond repeated readings. Literacy Research and Instruction, 48, 1-13.
My struggle with literacy hasn’t been an easy one. I grew up in a poor school district, that barely met the requirements to keep their accreditation. I struggled with writing more than reading. My awful penmanship and slow typing skill, caused me to lose assurance in my literary ability. My loss in confidence caused me to lose interest in reading. Having lost all interest in reading and writing caused me many miserable school years. Over the years, I slowly gained my courage back. Due to one hard working professor who went above and beyond to boost my self-esteem. With proper guidance, you can achieve literacy success.
In this paper, I will analyze reading strategies for the content area of language arts in a fifth grade class. Reading comprehension is one of the most critical skills a student can master. Without a firm grasp on the comprehension process, learners will struggle in every subject they encounter, whether it’s science, math, or social studies as well as everyday living skills. The content areas typically included disciplines like science, social studies/history and math, but any area outside of English literature instruction constitutes a content area. The reading associated with content area courses reflects not only the concepts and ideas important to these subjects, but also the text structures used by those practicing the field.
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
comprehension instruction: A comparison of instruction for strategies and content approaches ―[Electronic version]. Reading Research Quarterly, 44(3), 218–253.