User:Lady sherjr/sandbox

Early Literacy

Lam & McMaster (2014) affirm that a large number of students from kindergarten to third grade are experiencing reading deficiencies which, if not remedied, can result in poor literacy performance in the long run. As a result it is important for educators and stakeholders in education to realize the significance of the critical period of literacy skill acquisition in the primary grades (Daley, Nuegebauer, Chafouleas & Skinner, 2015).

Based on the case study of the Northgate School (Laureate, 2016b), Quinn, a student in the early stage of literacy development had been identified as having reading disabilities. Based on the collaboration between her teachers, she had shown some improvement throughout the school year as it relates to her strength in phonics and reading fluency, however, she still needs further interventions as she needs reinforcements in reading fluency and her struggles with vocabulary and reading comprehension are impacting her success in other subject areas (Laureate, 2013).

Two evidence based interventions to support Quinn in strengthening her fluency skills include:

1.      Rapid naming

In this task, students are required to name pictures and/or words (depending on level) in a given period of time. The items were repeated in random order eight times. The strategy once administered consistently with fidelity will strengthen both Quinn’s vocabulary and fluency skills (Etmanski, Partanen & Siegel, 2016).

2.      Repeated Readings

This strategy will work well in the general education classroom. Here, the student reads and re-reads the same passage a number of times. As practice makes perfect, Quinn will have the benefit of strengthening fluency in reading her general education course information while improving her literacy skills (Daley et al., 2015 p.103).

Two evidence based interventions to support Quinn in strengthening her vocabulary skills include:

1.      Reading Recovery (www.readingrecovery.org)

Reading Recovery is a comprehensive literacy system that builds on the student’s strengths and provides growth for each step of the way. This program offers intensive instructional interventions that is unique to every child and will meet Quinn’s need to build reading fluency and vocabulary (Daley et al., 2015 p.79) and help her to be better able to function in her general education classroom after one year of intense interventions.

2.      SpellRead (www.proedinic.com/customer/Product)

SpellRead is another 1 year, strategic reading intervention that focuses on small group instruction. The program will help Quinn in strengthening her reading fluency as well as comprehension and vocabulary skills (Daley et al., 2015 p.79).

Two evidence based interventions to support Quinn in strengthening her Reading Comprehension skills include:

1.      Preteaching Vocabulary

This strategy can be used both in Tier 2 intervention (small group) and in the general classroom where teachers identify key words that are often used in the text and throughout the course. Teachers can provide definitions, have students look up the word in a dictionary, provide synonym or antonym for the word, or have the student attempt to use context clues to determine the meaning of the word (Daley et al., 2015 p.158). This strategy can support Quinn with several skills mainly vocabulary and comprehension.

2.      Preteaching Concepts

This strategy is a prereading procedure that teaches more detailed concepts and multiple words or phrases (Daley et al., 2015 p.159). Using graphic organizers or semantic maps, this strategy has the potential to drastically increase Quinn’s Reading Comprehension skills.

To ensure that the intervention strategies are implemented with fidelity, I would encourage collaboration of teachers in a weekly or monthly staff-wide reflective activity or professional learning group where both general and special education teachers collaborate in open meetings (Benade, 2015) sharing ideas and providing feedback on how best to meet the needs of all learners in the classroom.

References

Benade, L. (2015). Teacher’s critical reflective practice in the context of twenty-first century learning. Open Review of Educational Research, 2(1), 42-54

Daley, E. J., III., Neugebauer, S., Chafouleas, S., & Skinner, C. H. (2015). Interventions for

reading problems:  Designing and evaluating effective strategies (2nd ed.). New York, NY: Guilford Press

Etmanskie, J. M., partanen, M., & siegel, L. S. (2016). A longitudinal examination of the persistence of late emerging reading disabilities. Journal of Learning Disabilities, 46(1), 21-35

Lam, E. A., & McMaster, K. L., (2014). Predictors of responsiveness to early literacy intervention: A 10 year update. Learning Disability Quarterly, 37(3), 134 - 147

Laureate Education (Producer). (2013). Data that informs practice [video file]. Baltimore, MD: Author.

Laureate Education (Producer). (2016b). The Northgate School [Multimedia file]. Baltimore, MD: Author.