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 …show more content…
In week 1 it can seem that Hannah only read 50 words correctly when she was assessed. In week 2 Hannah was able to read 52 words correctly. Therefore, the words that she read went up by 2 words. In week 3 it actually stayed that same as in week 2. In week 4 and week 5, Hannah progression actually went down. In week 6 Hannah progress improved and she was able to 53 words from the assessment. And in the final week, week 7 it was concluded that Hannah actually did make a progress in her reading. She was able to read 55 words correctly. Looking back from week 1 to week 7 it can be seen that Hannah did improve in her assessment. She was able to improve her reading of words by 5 extra
In the article Reading Intervention Models: Reading Intervention Models: Challenges of Classroom Support and Separated Instruction by Melissa M. Woodward and Carolyn Talbert-Johnson discussed whether or not pull-out was necessary. Research was conducted by distributing a survey to teachers and reading specialist. They agreed that collaboration was necessary between reading specialist and teachers and that there was a considerable amount of positives in having a pull-out reading program some of which have been listed below.
I asked Student A eight comprehension questions about the text once she was finished reading. She did not have a problem with any of the questions. For example, one of the questions was “How old is Jessie now?” she responded right away with the correct answer “thirteen.” She did not even have to look back to the story to find the sentence; “Now that she is thirteen, Jessie competes with adults.” Student A was able to answer the “right there” questions with ease. Being able to remember key details from a text is crucial to developing the ability to comprehend what she is reading. She is already at a great stage when it comes to text comprehension and this will only help with further development. She had a purpose when she read and was reading for the details as opposed to reading to finish the text. She understood what was happening and if she continues to do this in the future, she will be able to understand more difficult texts by putting all of the key details together. Since Student A is able to recall key information from text, it will allow her to summarize and retell a text with ease. This strength will help Student A as she continues to develop as a reader because as the readings increase in difficulty she will remember the basic key details that she read and recount the story based on the main
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...
Teachers, according to Tompkins (1998), scaffold students’ reading to enable them to develop and use reading skills and strategies in guided reading. In particular, in scaffolding students’ reading comprehension, according to Palloway and Patton (1997), the teacher thinks aloud or talks through the steps he or she follows to reach a specific conclusion. They added that as the students begin to understand the process, they gradually take over the talking through procedure and the teacher acts only as a guide providing prompts when needed. The teacher, they add, models the scaffolding steps. In comprehension, they continue, the teacher helps students sort out the important concepts and ideas of the
The student who reads Spring and Fall answered all of the conceptual questions to the best of her ability. Most of the answers were correct and made sense coming from a first grader. Once she started to read, the student read slowly and sounded out most of the words but read them correctly. She self-corrected herself three times while reading, confusing words like go and do, skipping lines, but going back to read it once it did not make sense. When she came across the word cook after reading the word book she became stumped and frustrated. I gave her some time to look at the word and encouraged her to sound it out to figure out what it says. After giving her a minute to look at the word I told her to skip it and move on reading. Next, she read the passage the score she received was instructional; therefore, asking her questions about what she read was the next step. When asking her the questions, she could not remember any of the questions that involved information from before the word cook. She answered both of the questions correctly that related to the text after the word cook. Her word recognition score was instructional, but her comprehension was frustration, for that reason her overall score is frustration
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.
She envisions success and moves our low achieving intermediate school forward beginning with improving students’ reading comprehension and demonstrating proficiency in all core subjects. Every staff members is paired with a third grade student to help improve reading comprehension skills. We were able to work on the following: decoding skills, vocabulary, word knowledge,
Reading comprehension may be the most important skill for any student to acquire and is therefore an area of particular interest to educators. Without adequate comprehension skills, students are limited in their reading, analytical and occupational abilities. To many, including the student’s themselves, comprehension or “good reading” skills begin and end with simple decoding. It is thought that if students can ‘read’ and define the vocabulary they are reading, then they also comprehend what is read. True comprehension goes far beyond decoding, however. True comprehension requires visualization of a text, predicting events in the text, making inferences about the text and clarifying what is not understood about the text in order to lead to higher level thought processes such as personally connecting with the text. Reluctant, beginning or low-skilled readers often do not have the ability to visualize, predict, inference or clarify what they are reading and so they do not truly comprehend what the text is or what it means. Too often, these readers do not understand that “good readers” go through a series of mental processes in order to comprehend the text in ways which the low-level readers never even imagined. As educators, it is our job to show reluctant, beginning or low-skilled readers what these processes are and how they work in an attempt to boost the self-confidence and independence of these readers. One excellent way to set about this is through a strategy called a “Think Aloud”.
For some students, reading comprehension does not develop normally. Many factors play a part with having difficulties mastering each reading skill to understand text. Children who struggle with reading face the challenges of working at a slower rate, relying on interventions and adjusted instruction to meet individual needs, and experiencing great frustration (Afflerbach, Pearson, & Paris, 2008; Strickland, Boon & Spencer, 2013; Watson, Gable, Gear & Hughes, 2012). Once the basic reading and language skills are acquired and learned and problems with reading comprehension are identified, students can begin to make meaning of text. Researchers believe that using specific reading comprehension strategies help students understand text and become strategic readers.
This means that teachers spend most of their time assessing learners on comprehension rather than on teaching them how to read with understanding. It is therefore the responsibility of teachers to teach learners how to use a variety of reading comprehension strategies because if learners are not properly taught they would never know how to read with understanding (Boling, C. J., & Evans, W. H. 2008). Many researchers (e.g. Scanlon, et al, 2010; Tompkins, 2011; Morrow & Gambrell, 2011; Collins, et al, 2007) have identified various comprehension strategies that are functional in teaching learners to improve their reading comprehension skills. A discussion of these strategies follows in the next sub-section of this
The students will be divided into equal groups. There will be 4 females and 4 males in the control group (Group A). There will be 4 females and 4 males in the experimental group (Group B). Each participant will start of with a reading conference with the researcher and complete a conference form (Appendix B). The student will also be given a reading comprehension assessment with an Ekwell-Shanker inventory to determine reading ability to comprehend material. The Ekwell-Shanker Reading Inventory is a highly successful, research-based, and clinically verified reading inventory designed to help educators effectively assist students in developing their reading ability (Bookstore. n.d). A 10-question comprehension assessment will given to each student using the passages and comprehension questions provided by the reading
Reading is an essential skill that needs to be addressed when dealing with students with disabilities. Reading is a skill that will be used for a student’s entire life. Therefore, it needs to be an important skill that is learned and used proficiently in order for a student to succeed in the real world. There are many techniques that educators can use to help improve a student’s reading comprehension. One of these skills that needs to be directly and explicitly taught is learning how to read fluently for comprehension. “To comprehend texts, the reader must be a fluent decoder and not a laborious, word-by-word reader” (Kameenui, 252). Comprehension can be difficult for students with learning disabilities because they tend to be the students that are reading below grade level. One strategy is to incorporate the student’s background knowledge into a lesson. This may require a bit of work, but it will help the students relate with the information being pres...
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.