The Wilson Language program has a precise structure to function as an intervention and is able to assist second through twelfth grade struggling readers to learn the construction of words by directly instructing students to decode and encode confidently. Natalie Hill, a Wilson Language Program assessor, said, ‘“There is a frequent change of pace, students will see as well as hear, multiple opportunities for students to be engaged and participate in activities, extensive controlled text methods and materials to “see” critical word components, like vowels, digraphs, etc., stop “guessing habit”, reading and spelling taught simultaneously, hands on, multisensory methods, no glossy pictures”’ (Hi...
This is a reading intervention classroom of six 3rd grade students ages 9-10. This intervention group focuses on phonics, fluency, and comprehension. The students were placed in this group based on the results of the DIBELS Oral Reading Fluency assessment. Students in this class lack basic decoding skills.
The program was doing well to improve student literacy, until there became a problem with the fluency monitoring. The teachers would administer the prompts to the children in three different levels. They would collect their data on the students by recording the number of words read correctly per minute. The scores seemed to improve at all levels in the first through fourth grade and at the first and second level of fifth grade during the first year. But, at the third level of the fifth graders the scores took a huge drop. The scores continued to drop the following year at the same level as well. The teachers reported their problem and the passage at the fifth grade level was more difficult than the passage of the sixth grade level. When the passage was later analyzed, it was placed at the 9th and 10th grade level. The committee examined all the prompts and assessed the readability levels of all the passages. They chose two prompts for each grade level and devised a protocol whereby the teachers will use the same prompts at each of three points during the year. The teachers will give the difficult prompt first and if the student scores in the 50th percentile, the student will not require any further testing. The student’s success with a reading will depend on the difficulty of the text and the students background knowledge and own interests.
The Running Records assignment from Developing Lang and Literacy class at Leeward Community College provides evidence that I have completed the HTSB Standard 6: Assessment. For this assignment, I volunteered for ten hours in an elementary school and performed the running records assessment on a student. The point of the running records assessment is to determine students’ level of proficiency with literacy materials. This is done by checking if students self-corrected themselves, and if they can recognize and gather meaning from the text, not just decode it.
According to research, over the period of the 1984-2012, the Reading Recovery program resulted in over 77% of participants who completed the intervention met the grade-level expectations in reading and writing. In addition to Reading Recovery, Brian received adjusted spelling tests where the number of correct letters were credited rather than correct words. Although, the continuous progress classroom consists of third, fourth, and fifth graders, the Reading Recovery program is specifically for younger children; therefore, appears inappropriate given Brian’s grade. Since Brian demonstrates no conspicuous progress in his reading difficulties based on the instructional modifications administered, the author concludes the modifications as ineffective; therefore suggests further
RtI was designed to provide early intervention to students that are experiencing difficulties in developing literacy skills. Throughout RtI, assessment data is collected to monitor student progress, and is used to determine if the intervention should be continued or modified (Smetana 2010). A common consensus is that the RtI framework consists of three tiers: Tier I, Tier II, and Tier III. In Tier I, primary interventions are used that differentiate instruction, routines, and accommodations to the students that need little to no interventions. The students in this tier are often times classified with the color green.
A. Before we used to use DIBLES to identify students but we just recently switched to AIMSWEB. AIMSWEB is a universal screening, progress monitoring and data management system that supports Response to Intervention and tiered instruction. AIMSWEB allows us to look at all the students and see the ones who are most at risk and the ones who are least at risk and provides us with benchmark scores for each child. After we test a student we then put their scores into our computer system and it generates a main score for us, which is very nice because then we do not have to do the math ourselves. Then after we get the students score, we then decided if the student is in either Tier 1, 2, or 3. Before we had five reading specialists in the building so every 30 minutes we would pull out students and test them. With our primary kids we worked on letters and sounds and for our kids who were in grades third through sixth, we would help them prepare for the PSSA’s. As of last May, we do not do targeted assistance and are now a school wide title. We now help all the students in the whole school and are not just targeting the ones with IEPS. All three of our elementary buildings are going to the Multi-Tier Intervention (MTI). Our Intervention
There are many challenges that teachers encounter when teaching children with learning disabilities, learners that are English language learners, or learners who are culturally and linguistically diverse. As a nation we are faced with the challenged that our schools are becoming more diverse. The majority of our schoolteachers are still predominately white females, but our student population is slowly changing. We are seeing more minority groups in our schools that are facing different challenges. The scary part of it all is that our teachers do not have the skills to accommodate those differences. “The nation’s changing school demographics are creating a demand for new teaching skills” (Utley, Obiakor, & Bakken 2011, pg. 5). Our student population
In conclusion, it seems as though all the positives of the response to intervention program outweigh any negatives about it. The RTI program is extremely helpful in identifying any student that is having academic difficulties at an early age. Whether these students should be considered in the special education program or not can also be determined by using the RTI program. There is no reason to allow students to fail before any intervention is even considered. Anything that is beneficial in helping students succeed in their academic achievements should be viewed as a
The ability to test a student’s language skills is essential to have as a teacher. Over the years, classrooms have become much more diverse with a wide variety of impairments being presented on a daily basis. Often, these disabilities contain a language impairment that appears as a side effect of the main disability. Unfortunately, assessing language is not as easy as one may think because it is not clearly defined and understood. Kuder (2008) writes that “…language is not a unitary phenomenon- it is ‘multidimensional, complex, and dynamic; it involves many interrelated processes and abilities; and it changes from situation to situation” (pg. 274). Language also develops at different times for different individuals, thus making language assessment an even harder task for test administrators to grade and evaluate. In order to further understand the language impairment that students present, teachers need to be aware of appropriate language tests that could be administered. In order to assure that the best language test is being issued to a student, several various tests exist to choose from. To test a student’s overall language capability, a comprehensive language test, such as the Comprehensive Assessment of Spoken Language (CASL) or the Oral and Written Language Scales (OWLS), could be administered. If a teacher wanted to test a specific language skill such as pragmatics, phonology, syntax, or semantics, the teacher would need to find the best test for the student’s unique situation.
A pre-assessment is easier for teachers to locate students’ skill level. Certainly, using the suitable assessment tools also needs to be careful. The authors conclude that the development process should be used with a comprehensive assessment that must be on-going and include classroom-based instruction. By observing students’ reading skills and methods, teachers can administer and interpret before they plan the instruction. Ms. Martin conducts formal and informal assessments together.
This is why I would focus on a word study instruction that incorporated diagraphs for this particular student. This assessment process using a spelling inventory was new to me, and I did not fully understand the process in the beginning. I was a little confused with the students familiarized of the th and sh sounds in some words, but not in others. This caused me to second guess the stage I was going to place her in until I received clarification on the various ways that students may spell words correctly from
Factors included are mobility, behavior, and economic and environmental causes. Requirements that environmental causes is ruled out is set so that a child with a disability does not become staffed due to their living conditions. This can be seen as a positive and as a frustrating point for families who want to receive support. Response to Intervention (RTI) was designed so that students do not fall far behind before they can qualify for special education services. The practice of providing instruction and interventions matched to student needs while progressing monitoring is a powerful tool.
The Fry sight-Word Inventory provides a 1000 word list in order of difficulty. During the assessment the student performed at a lower level. She said many of the words in the second and third grade set of 100 words incorrect. There were quite a number of hesitation and fixes, which was an indicator that these were not sight words for her. Decoding and analysis strategies were applied, which made her hesitate on words. I noticed as she read that she was confused with words that had “ro”, like “from” and would switch the letters around when she pronounced it. So indtead of “from” she would say “form”.
A student at Instructional Level will require the teacher’s assistance. A student’s Word Recognition at this level is 92%-96% and Comprehension is 70%-85%. For a student to make continuous progress direct and systematic work is needed.