User talk:Lady sherjr

Reading Comprehension Intervention
Daley, Nuegebauer, Chafouleas & Skinner (2015), affirms that Reading Comprehension is “the the process of simultaneously extracting and constructing meaning through interaction and involvement with written language”. The researchers further purport that multiple factors influence the student’s ability to read and understand. These include the reader, the activity or purpose for reading, the text, the context in which reading and learning occur, reader motivation, cognition as well as genre knowledge and existing knowledge (Daley et al., 2015). Scenario of Student with Difficulties with Reading Comprehension Student X is a 10 years old male student who has been diagnosed with Mild Intellectual Disability which causes him to exhibit executive control deficits which leads to difficulty with conceptual thinking, reasoning, concentration, motivation, fine motor coordination, speed of mental processing and visual motor coordination. As a result, he is unable to read, write, and comprehend on grade level. He also requires individual attention to stay on tasks. According to his general education teachers and most recent Psycho-educational Report, while student x exhibits the capacity to utilize his background knowledge to make sense of what is going on around him and the ability to reason and make inferences he needs assistance to help him develop proficiency with his foundational reading skills like word identification skills and reading fluency, word knowledge or strong vocabulary skills, comprehensive specific cognitive strategies so that he can read a variety of texts in content areas as well as motivation and engagement (Daley et al., 2015). Three evidence-based reading comprehension interventions to support student x would include the following: Preteaching Vocabulary Using this strategy, teachers identify a list of vocabulary words related to the text to preteach in order to aid in understanding the content prior to reading. This vocabulary list would also be useful when talking about the text content (Daley et al., 2015). This intervention would benefit student x by assisting with foundational reading skills and word knowledge which will help to increase fluency and ultimately comprehension of what is being read (Daley et al., 2015). In-the-Text Connections This strategy supports struggling reader’s use of text-base inferences to understand narrative and informational text by drawing from cognitive models of reading. While reading, the students answer questions that help them to connect events so that they can understand causal relationships in the text (Kendeou, McMaster & Christ, 2016). This intervention would benefit student x by helping him to practice comprehensive specific cognitive strategies that would eventually allow him to be able to read various types of text in content areas (Daley et al., 2015). KWL This strategy encourages students to brainstorm and identify everything they know about the topic (K) then generate questions about what they want to know (W) prior to the reading. During or after the reading students answer the questions (L) they listed in the want to know section (International Literacy Association, 2016b). This intervention would benefit student x by helping him to practice using his background knowledge to help him understand text. Also he is able to see and practice using key words in the text when they are written on the KWL chart. This would also encourage motivation for reading as he will have an idea of what the text is about and how it relates to real-life situations (Daley et al., 2015). It is important that effective educators research and utilize evidence-based strategies to help students with reading difficulties develop proficient reading comprehension skills. When students have strong reading comprehension skills they will be better motivated to read thus increasing the chances of greater success in school (Decker & Buggey, 2014).

References 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 Decker, M. M., & Buggery, T. (2014). Using video self- and peer modeling to facilitate reading fluency in children with learning disabilities. Journal on Learning Disabilities, 47(2), 167 - 177 International Literacy Association. (2016b). Get Resources. Retrieved from https://www.literacyworldwide.org/get-resources Kendeou, P., McMaster, K. L., & Christ, T. J. (2016). Reading comprehension: Core components and processes. Policy Insights from the Behavioral and Brain Sciences, 3(1), 62-69. Lady sherjr (talk) 12:46, 2 August 2018 (UTC)

Writing Interventions
The ability to write is critical to student success in all subjects in school. Students display their knowledge through writing and it is the major tool teachers use to determine whether students are meeting desired learning outcomes (Asaro-Sadler, 2016). Therefore, in order to ensure equal opportunity for success in school for all students it is incumbent upon all educators to identity and utilize evidence-based writing interventions for students who are recognized as struggling writers. Based on the case study of the Northgate School (Laureate, 2016b), Owen, has been identified as a student who suffer with issues with fine motor skills, lacks motivation or desire to do written work, get frustrated and wants to give up and often needs additional prompts to complete assignments (Laureate, 2016b). These challenges are affecting his ability to be a proficient writer. Two evidenced-based intervention strategies that I would implement to help support Owen’s writing skills include: 1.	Visual Supports The visual supports strategy uses tools such as picture clues, schedules, maps, scripts and labels to help students who have issues with writing to transition across activities and settings. Mnemonic devices are visual supports that can be used to help students remember the parts of genre. This strategy would help Owen to remain focused when engaged in various tasks and to be able to use self-help strategies to remain on task and complete assignments (Asaro-Sadler, 2016). I would monitor the progress of using this writing intervention strategy by providing visuals to have Owen write stories independently eventually having him continue to write as the visuals are gradually removed. 2.	Create Family Writing Projects Owen’s family can assist him by involving him in family writing projects such as writing biographies of a family member, poetry, or family trees. Using this strategy Owen gets an opportunity to collaborate with his parents and his parents and family members get an opportunity to have a voice in his education (Zurcher, 2016). This should also help to increase Owen’s motivation and desire to do written work. I would monitor the progress of using this strategy by having Owen produce written work about family experiences independently. Charisse, another student in the case study of the Northgate School (Laureate, 2016b), has been described by her special education teacher as a hard worker, who has physical disabilities that require the use of assistive technology in order to complete assignments. One evidence-based writing intervention strategy that uses technology that would support Charisse’s writing needs include using speech-to-text software. Once Charisse has organized her ideas, possibly using visible supports, she can use voice to text or speech recognition software to compose the story orally and produce a written response (Asaro-Sadler, 2016). This strategy would meet Charisse’s individual needs as according to her special education teacher, she needs assistive technology in all of her classes due to physical disabilities (Laureate, 2016b). I would monitor the effectiveness of this intervention by having Charisse complete assigned writing activities independently using the voice to text software and see what level of written response is produced. Additional strategies I would use to motivate both of these students to write include Self-Regulated Strategy Development (SRSD) and pentop computers (Cook & Bennett, 2014). Using the SRSD strategy, students are led to self-regulation in planning, writing, and editing. As students demonstrate understanding of the writing process the level of teacher support decreases. Six stages of SRSD include (a) develop and activate background knowledge, (b) discuss it, (c) model it, (d) memorize it, (e) support it and (f) independent performance. Mnemonics are used to help participants of the SRSD strategy remember the steps of the writing process. Using pentop computers, students are provided with prewriting, planning and drafting prompts for persuasive and compare and contrast essays (Cook & Bennett, 2014). Many of the interventions used for vocabulary and reading comprehension can also be used to help to remediate writing skills of students with writing difficulties. When implementing explicit vocabulary instruction teachers can have students write sentences and/or paragraphs to express ideas using vocabulary words correctly. Students can also write about their own experiences in relation to various words. Also, reading comprehension strategies such as story grammar in chart form can help students remember and practice writing about stories using the main parts of each genre (Daley, Nuegebauer, Chafouleas & Skinner, 2015). In order to become good writers, students must be able to balance the use of various mental processes for planning, drafting, revising and editing text (Graham, Harris, Bartlett, Popadopoulou & Santoro, 2016). Because it is necessary for the writer to apply a variety of skills to write effectively, it is essential that educators implement effective evidence-based strategies designed to assist students in achieving success based on writing standards. References Asaro-Saddler, K. (2016). Using evidence-based practices to teach writing to children with autism spectrum disorders. Preventing School Failure, 60(1), 79 – 85. Cook, K. B., & Benett, K. E. (2014). Writing interventions for high school students with disabilities: A review of single-case design studies. Remedial and Special Education, 35(6), 344-355. 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 Graham, S., Harris, K. R., Bartlett, B. J., Popadopoulou, El., & Santoro, J. (2016). Acceptability of adaptations for struggling writers: A national survey with primary-grade teachers. Learning Disability Quarterly, 39(1), 5-16. Laureate Education (Producer). (2016b). The Northgate School [Multimedia file]. Baltimore, MD: Author. Zurcher, M. A. (2016). Partnering with parents in the writing classroom. The Reading Teacher, 69(4), 367-376.

Using Data to Inform Reading Instruction
According to Mandinach & Gummer (2016), data refers to the sequence by which raw pieces of information becomes actionable knowledge that informs a decision. Data literacy, however, relates to the ability of educators and stakeholders in education to work individually and collectively to analyze  outcomes, trends, performance, and achievement information and other forms of data as well as to develop strategies that improve on instruction and the overall performance of schools (Mandinach & Gummer, 2016). Additionally, Dunlap & Piro (2016), added that by definition, the work of educators demand that they utilize a variety of student data to make appropriate decisions that ensure the needs of all learners are met. As it relates to reading instruction, in the age of skepticism, relying on clinical judgement alone will not be sufficient evidence of effectiveness. Educators must be able to show objectively what’s working in reference to instructional strategies and student outcomes (Daley, Nuegebauer, Chafouleas & Skinner, 2015). Research has shown that data from repeated assessments must be displayed and analyzed graphically in order to provide clear trends in teaching and learning with the goal of effectively informing instructional decisions (Daley et al., 2015). One strategy I can employ that will use visual data to collaborate with general education teachers and families involves conducting initial assessment tests with students who were enrolled in this year’s summer program and administering another assessment test once three weeks of interventions were completed. The results of the assessment tests for three students before and after three weeks of reading interventions can be displayed visually in a graph and used to collaborate with general education teachers and families to show that the students experienced very strong improvement in phonics and fluency after three weeks of explicit intervention and could suggest that with more intense intervention the students could achieve overall success in reading. Three online resources that provide information and tools for collecting data on literacy skills include: MeasuredEffects.com, Progress Monitor With Confidence (PMWC), and Simple Chutes and Ladders Chart (Daley et al., 2015). MeasuredEffects.com supports teachers, families, and students with regards to assessing literacy skills by using measures of student performance to arrive at valid decisions and improve academic skills. PMWC supports teachers, families and students in assessing literacy skills by allowing visual comparisons between the goal and desired rate of improvement and the student’s actual improvement. It uses a goal, aim line, trendline and confidence intervals that surround the data. The Simple Chutes and Ladders Chart makes it easier to decipher who needs intervention (Daley et al., 2015). In order for effective learning to take place a measure of reflective practice is required on the part of the learner. One tool or strategy that special education teachers can use to allow students with exceptionalities to self-assess in reading comprehension would be using student discussions. In this strategy, the teacher or peer would ask open-ended questions related to the book or topic being read. The students will also be encouraged to elaborate on their peers’ ideas. This would allow students to increase the depth of their understanding allowing to become learning resources for each other. The teacher can assess understanding by listening to the students’ responses and by taking anecdotal notes (West Virginia Department of Education). References 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 Dunlap, K. & Piro, J. S. (2016, January) Diving into data: Developing the capacity for data literacy in teacher education. Cogent Education 3: 1132526. Retrieved from http://dx.doi.org/10.1080/2331186X.2015.1132526 Mindinach, E. B., & Gummer, E. S., (2016). Data literacy for educators: Making it count in teacher preparation and practice. New York, NY: Teachers College Press West Virginia Department of Education. Examples of formative assessment. Retrieved from

https://wvde.state.wv.us/teach21/ExamplesofFormativeAssessment.html

School Family Night Activities
Two literacy topics I chose to create activities for a literacy family night are vocabulary and writing. Vocabulary Activity for Family Night Choosing, Chatting and Collecting: Vocabulary Self-Collection Strategy- This is a vocabulary development strategy where, based on teacher selected texts, students choose the words they want to learn, chat about the rationale for selecting the words and agree upon a list of words for classroom collection (International Literacy Association, 2016). How Would This Activity Encourage Family Involvement? This activity would encourage family involvement as parents and students chat together on which words the student would like to learn about as well as discuss the meanings of the new words and practice how to use them in conversations (International Literacy Association, 2016). At the end of the night, a list of words and definitions would be compiled from several teacher selected, grade appropriate texts. How Will This Support the Students I Teach? Students would be able to share their lists with the class during the vocabulary, reading or content area lesson at school and these lists can also be used in writing activities for reinforcement. This will not just help students build vocabulary skills but will enhance student motivation and achievement in learning new words. It will also help build comprehension skills because as students explain their rational for choosing those particular words, this will add to their understanding and motivation towards the process of learning them (International Literacy Association, 2016). Writing Activity for Family Night Family Writing Night- This is a writing development strategy where parents and other family members are invited to come into the school to write for a specific purpose. Parents would view student portfolios and other student work and write something for their children for about twenty minutes then discuss what they write in small groups and share in large groups (Zurcher, 2016). How Would This Activity Encourage Family Involvement? This activity would encourage family involvement as parents write and share about their lives with and support of their children and children respond to their parents in the form of letters. How Will This Support the Students I Teach? This would improve students’ self-esteem as students would be able to see and appreciate the time their parents devote to writing about them and to them and would treasure the writing dedicated to them. Students will become more motivated to write because they are not just writing about abstract ideas but they are writing in response to what their parent s wrote. Students will also benefit from examples of writing pieces and special writing instructions as they compose appropriate responses to their parents writing (Zurcher, 2016). One way to accommodate students with exceptionalities who are participating in these family night activities would be to include the use of technology. McDermott and Gormley (2016), discovered that teachers use technology to display multimedia content, generate interactive learning activities, focus student attention, display texts for shared reading, and individualize children’s learning activities. Additionally, the use of assistive technology such as speech- to- text and text-to-speech software to compose the text orally and produce a written response or if non-verbal to type text and have it read orally to the other participants would be helpful for students with exceptionalities (Asaro-Sadler, 2016). In order to support English Language Learners, students can participate in peer assisted learning ahead of time to become familiar with the text and vocabulary words that will be used most throughout the night. Also, the teacher will prep the student on how to organize their discussion and allow more time for responses to questions (Daley, Neugubaure, Chafouleas & Skinner, 2015). Both family night activities I selected were supported by evidence-based research to help to strengthen the literacy needs of the students I work with. Additionally, the students will benefit from the support of their parents and other family members as according to Wilkins & Terlitsky (2016), student achievement increases when parents are involved in their child’s education. References Asaro-Saddler, K. (2016). Using evidence-based practices to teach writing to children with autism spectrum disorders. Preventing School Failure, 60(1), 79 – 85. 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 International Literacy Association. (2016). ReadWriteThink: Strategy guides for differentiating instruction. Retrieved from http://www.readwritethink.org/classroom-resources/lesson-plans/family-ties-making-connections-1070.html McDermott, P., & Gormley, K.A. (2016). Teachers’ use of technology in elementary reading lessons. Reading Psychology, 37(1), 121-146. Wilkins, J. & Terlitsky, A. B., (2016) Strategies for developing literacy-focused family-school partnerships. Intervention in School and Clinic, 51(4) 203 - 211 Zurcher, M. A. (2016). Partnering with parents in the writing classroom. The Reading Teacher, 69(4), 367-376.