Part A
The QRI-5, Qualitative Reading Inventory, is an assessment given to students to track their progress with reading throughout their time in school. This assessment can be given to any range of student to target where the students reading level is and to determine if they are on track with the grade they are in. This is used as an assessment tool because it is a one on one assessment with the teacher to find miscues in students reading. I chose Cole Moon, who is in sixth grade, as my student. Cole is my brother; I thought that since he was in the grade level range it would be beneficially for him and myself to see what his reading level is.
When determining what selection to read I had him read through three word lists. He started
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This will impact his reading if this does not get fixed because he will always put a word to fill in the spot. This will also change the meaning of the sentence, they will have misinformation on what is going on in the story because the miscue altered the entire sentence. Another weakness that I noticed that will impact the student omits many of the words that give the word after it a value. One part of the reading, when Biddy was explaining how life was now “pretty good” he omitted the word “pretty”. Although the sentence isn’t changed that drastically it still means something slightly different. When omitting small and simply words can cause a huge change in the sentence. If this keeps going on and not stopped and fixed it will cause Cole to lose key details in passages that are given.
Part
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Students that are able to read with no guidance also may have difficulty with repeating, like the student I assessed. Assessment may be difficult for some students, when they have to sit one on one with an adult, which may cause more error. Teachers should develop a comfort level with their student while the instruction is given to make sure they are able to assess the student one on one with little hesitation from the student.
While the reading assessment will be different for all students I learned that I must be attentive to the student and what they say, also I learned that even if the student gets frustrated I should not aid in the reading that is in front of them. Instruction for the students should be clear and precise; I believe that every student should have their own Vocabulary Dictionaries in the classroom. I believe that this will aid the students so much in the way that they will be able to acquire harder words and each students will be different, they will be able to have fun with it as well as learn at the same
Differentiated instruction caters to differences among students, how students learn, different learning styles, and the interest of each learner. Running records support differentiating lessons for each learner during guided reading. Running records are diagnostic tools designed to identify a student’s reading deficiencies and monitor progress. The implementation of running records allows the teacher to differentiate each child’s reading lesson and hone in on the child’s needs and abilities. It is the educator’s responsibility to fine-tune instructional needs so that classroom, small group, and one-to-one teaching occur when and for whom they are needed in a timely way and with the high quality every child deserves (Fountas & Pinnell, 2009). Each child enters a classroom with varying needs; differentiating guided reading lessons based on the results of running records will help meet the individual needs of each child. Kelly M. Anderson (2007) states, teachers who differentiate believe each child is unique, with differing learning styles and preferences. Teachers can differentiate based on students’ readiness by varying the level of difficulty of the material covered in class. Guided reading offers the opportunity to vary the children’s reading based on their reading level. Differentiating instruction is not lowering expectations for some students. Differentiating instruction is establishing high expectations for all students while varying the process to which each child learns the same concept. Differentiating involves addressing the individual needs of diverse learners. Watts-Taffe, et al. (2012) notes although differentiating instruction is not new; it has become increasingly i...
There are numerous activities that can be employed to augment Hunter’s existing comprehension skills and aid in his critical thinking process. This instruction can include having him create graphic organizers of the text, summarize the text, answer different questions related to what he read, and rereading a text. Another strategy I recommend is having Hunter do some word-comprehension activities. Introducing him to an unfamiliar word and having him try and figure out what it means based on context clues of the surrounding words will deepen his ability to focus more on what a sentence is saying as a whole rather than on individual words that may present a barrier to his understanding. A third recommendation I have for Hunter is having him listen to an audio version of a book either before or after he reads it to once again help him develop an understanding and appreciation of context. I also recommend that Hunter work on his understanding of punctuation and his ability to recognize and utilize pauses indicated by periods, commas, or other marks of punctuation during his reading of a given text. I feel that maybe he tries to go too fast and needs to work on slowing down, taking his time, and fully understanding everything that he has read. As I have already stated, Hunter appears to be a very strong reader but, as with everything in life, there is
Torgesen (1998) claims that the top reasons students have difficulties with reading is because they have issues correlating letters and sounds in words, or phonological awareness. Many students also have trouble memorizing sight words and many also have an
I performed a miscue analysis for Student A in order to determine her strengths and weaknesses as a reader. Student A was able to self correct while reading when something didn’t sound correct to her, she was also able to recall key details about the reading. Student A read too fast to pause at punctuation and she also had trouble making inferences about a text after reading.
This passage was important because tha now Grayson finally learn how to read. I think that he didn’t know how to read; he had no education, horrible education, he flunked school.
For starters, I would like to have more information on the student prior to assessing. I would like to know about the student classroom experience with reading. As a future Special Education Teacher, I have a passion for helping students who face more challenges. This student did not demonstrate that he faced reading challenges. In hindsight, I would like to have worked with a student with reading challenges in order to start developing a plan to close the achievement gap. Although, all students have room to grow, so I am glad to have worked with
My greatest area of strength in assessment literacy is during the test administration, because I believe I do a wonderful job providing directions for the students, I monitor students and watch them to make sure they are not cheating with each other, and I make sure the testing environment is conducive to high achievement. When my tests are distributed to my students, I make sure to read the directions of each section of the students and ask my students if they need any more clarification on the section directions. If students forget the directions while the test is taking place, I make it a point to clarify for them in private and then announce to the class a reminder for each section. This usually happens when I monitor my students during the testing session. I make sure that I am visible and mobile inside my classroom. I want my students to do well on tests and gain confidence that they understand the concepts being tested, but I want my students to be self-motivated and self-reliant and to not look to their partners for the answers.
Personal Reflection: To me, it seems as though readability is a very tough aspect to measure success or failure. I feel that the best possible way is to read the same passage 3 times through out the year and record progression. I am currently a high school JV soccer coach and I use this formula every year with my soccer teams. I watch them play in the beginning of the year in a game and I assess them. I then figure out what needs to be worked on and we practice that day in and day out. I watch them again mid-season and do the same procedure again. I watch them a final time at the end of the year and see how much we have progressed. This is, to me, the best way to see if someone is understanding something and how much they are learning. I think that I was a great idea for them to switch the study to this formula. Making them read different passages that are harder each time would be like me taking my soccer team and making them play against beginners, then high school varsity and then pro teams and then looking to see how they have progressed. Im sure by the time they play the pro team, they are going to look pretty awful.
In conclusion, providing ways to promote and develop a skill as simple as reading has opened up my eyes as a person who had no problems learning. I believe that both studies will be not be relevant to my career, but made me aware of such an issue. Despite the fact, im not going to be a special education teacher, this review will help other teachers or special education teachers to gain knowledge on ways to enhance the LD students intellectual. Not to disregard, mothers will also benefit from this review when teaching their children.
Reading Methods and Learning Disabilities. (1998, April). Learning Disabilities Association Newsbrief, 38(4). Retrieved December 18, 2013
To accomplish vocabulary development, before reading the teacher needs to instruct their students on any prerequisites that they need to understand to interpret the text appropriately. This means the teacher has to pull out the most important words as well as those that may be too difficult for the stud...
Assessments and analyzing students’ literacy levels is continuous through the entirety of the school year. Teachers use many different assessments to guide planning and students to academic success. AIMS web is one assessment used frequently by teachers at Skyline. Students are assessed at the beginning of the year (fall), winter, and spring. Students are also take the STAR reading test to asses students’ comprehension ability. The data collected is used to create groups and identify where students are preforming at. Students who are struggling and need progress monitoring are monitored every two weeks. Students read a different story that is the same level as the previously read. Teachers then track students’ progress and hopes of closing
Assess the student’s prior knowledge by asking concept questions before the student reads aloud to you.
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...
As I reflect on my past assessment process, I realized how much my assessments have changed over the years. In my early years, I used tests for informational recall as my assessments. I felt these were appropriate guidelines in which I needed to follow in order to substantiate a student’s grade. Every assignment or tests was given a point value and then based on the amount of points, a grade was given. Every student’s assessment was exactly the same, and the assessments did not contain any subjectivity. I felt confident in giving the grade based on a valid point system. However reflecting back, I see that I did not include any performance-based assessments or individual learning styles in my early assessment. I also did not take into consideration the individual needs of my students. My assessment approach was awful. I am embarrassed that I use to assess students in this manner.