...[pic] Reading Program Action Plan John Rhine Northcentral University Language Arts and Reading ED 7005 Dr. Little January 09, 2015 Abstract Reading comprehension among students in today’s society is of high importance. The ability to be college ready in reading and writing categories is a need that many students struggle with at the college level. This paper will focus on an action plan to alleviate those needs and allow for students to be better prepared for future challenges in reading and writing that await them. This paper will address deficiencies, challenges, and strategies to improve the literacy program at Anywhere ISD in Anywhere, Texas. Reading Program Action Plan A reading program plan should be determined by meeting the needs of the students it plans to serve (Ediger, 2010). In determining an action plan for meeting the students of my school there are several key factors I have to evaluate. School funding issues are prevalent in every state in America and in order for this to be effective funding issues need to be established. For the sake of argument this reading program action plan is built on the assumption that funding is not an issue but student success is of more importance. This action plan will focus on 8th grade students at Anywhere ISD in Anywhere, Texas. Based upon data, two thirds of 8th graders read below grade level (Martello, Martello, Modder man, Peterson, & Pan, 2013). Gunning (2013) suggests ten principles in implementing a successful...
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...CHAPTER 1 INTRODUCTION Reading is a way of life. We do reading in our day to day activities, from boarding the bus with the designated signboard to deciphering warning signs in the roads, business letters, and correspondence in the offices schools and even in our own homes. We need reading skills in cooking, reading the labels and instructions and even following directions in using our household gadgets. Reading is a complex process between a reader and a text. (Wedgewood J. 2009). It is simple yet difficult task because it is composed of many interconnected sub-skills that once mastered will make reading flow easily as normal as breathing. As Richard Steele had enunciated, “Reading is to the mind as exercise is to the body.” Another important aspect of Reading is that between the written text and the reader, there should be interaction. This interaction is called comprehension. It is a phase of reading where after decoding the text people react to it. Hence, reading without the concept of understanding is not reading but vocalizing. Putting it simply, reading should have comprehension. Unfortunately, poor comprehension is the prevalent disease of learners today. Thus, the researcher has initiated this action research to show the importance of encouraging the mastery of reading. Make everyone aware of it as an important tool to be incorporated in all subjects. Through this Reading Remedial Program, development of comprehension will be enhanced with activities focusing...
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...Magical Solution for Urban Schools Reading Intervention Programs LaKisha Overton Kaplan University CM220 Professor Kerr March 31, 2014 A Magical Solution for Urban Schools Reading Intervention Programs Reading can be the gateway to a new world. Unfortunately today there are large numbers of inner city elementary school children who struggle with reading daily. For example, “According to the 2012 Maryland School Assessment, 34.5% of Baltimore City 3rd graders are reading below grade level, a figure that is double the state average” (Baltimore City Library Project, 2014, para.1). It’s the duty of inner city school districts to make changes that will embrace the issues which are effecting the academic growth of children. The letters in words are symbols and those letters make sounds. Putting them all together equals reading, and reading is the key to a child’s future independence. That independence allows them to be positive contributors to society. As well as prepare them to maneuver daily technological advances in our society. A child without a solid reading foundation could be led on a path to becoming a high school dropout. “One in six children who are not reading proficiently in the third grade do not graduate from high school on time” (Baltimore City Library Project, 2014, para.1). Many children have low to poor academic achievement. Multisensory reading intervention can be the solution to help break the cycle of poor reading skills amongst children in urban environments...
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...Evaluating Reading Programs African-American (AA) and English Language Learners (ELL) students are groups that traditionally suffer in standard reading and English classrooms. A 1965 Harlem study cited by William Labov (Labov, Can reading failure be reversed pg. 40, laay ) contrasts two groups of students: one group that is not affiliated with street culture and one group that is. The findings are startling. AA students that did not associate with “street” groups on average read two grade-levels below students. This figure is alarming but nonetheless, two grade-levels can be remediated with the right intervention. However, the group that associated with “street” groups persisted to stall at an average plateau of a 4.9 grade reading level. A plateau indicates a systemic failure to address the underlying issue of instruction. The times have changed but the fact that AA and ELL youth are not being served has remained constant. One would (like to) believe that non-responsive students are wholly neglected, however, often times it is not a negligence in intervention, but a lack of appropriate reading curriculum/tools that creates the dire situation that underperforming students are in. AA and ELL students pose an educational challenge because they already possess language structures that vary from standard academic English in grammar, phonics, and cultural experience. The Ann Arbor decision reaffirms that although different, African American Vernacular (AAVE), is not mangled or fragmented...
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...Extensive Reading: Why? and How? Timothy Bell timothy [at] hsc.kuniv.edu.kw Kuwait University ------------------------------------------------- Abstract An extensive reading program was established for elementary level language learners at the British Council Language Center in Sanaa, Yemen. Research evidence for the use of such programs in EFL/ESL contexts is presented, emphasizing the benefits of this type of input for students' English language learning and skills development. Practical advice is then offered to teachers worldwide on ways to encourage learners to engage in a focused and motivating reading program with the potential to lead students along a path to independence and resourcefulness in their reading and language learning. ------------------------------------------------- Introduction: The Reading Program An extensive reading program was established at the British Council Language Center in Sanaa, Yemen. An elementary level class of government employees (age range 17-42) was exposed to a regime of graded readers, which was integrated into normal classroom teaching. Students followed a class reader, had access to a class library of graded readers, and had classes in the British Council library, which gave them access to a collection of 2000 titles. Questionnaires were used to examine students' reading interests, habits and attitudes, both prior to, and following the program. The class library contained 141 titles in the published readers of some major publishers...
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...Learning Disabilities Learning Disabilities I choose an article about second and third grade students with a learning disability, specifically fluent oral reading. This study was large statewide study with 10,339 learning disability students. The study showed that most of the children with the learning disability were not up to grade level reading. Historically, most students with a learning disability struggle with reading. Students who struggle with reading will most likely struggle in all other classes because almost all classes have to do with reading. In the article it tells how most students with a reading disability struggle with not only reading fluently but, reading fluently out loud to a teacher or peers. This is a problem because with out being able to read fluently out loud it could become very hard to comprehend what the text is saying. To fix this problem the schools are trying to detect the reading problem as soon as possible, then get the student in a reading program and only focus on reading out loud. For the program they would need to set a standard but some people don’t think that there should be a stander set for disability children. I think that a early learning reading program would be a great idea over all just because of how important reading is for all of school and the rest of a persons life. I also think the their should be some sort of standard set but the standard should be set for each personal...
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...retained their skills learned in decoding and word-recognition. Those who received PA intervention were reading at or above the expected level for their age at the follow-up assessment. It is important to remember not every child who receives PA may improve reading...
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...The student diversity is 2 Hispanics, 1 African-American, 1 East Indian, and 1 New Zealander (White but with an extreme accent). Three children were left-handed. OVERVIEW Two days a week in the morning, the children participate in a reading and writing block called “literacy and writing workshop.” The classroom is organized into five different levels with one group having one extra person; the levels are based on scoring of reading assessments. The groups are rotated so that each may spend 15 minutes cycles with either the teacher or Para-educator. The groups not with an instructor were to work on the “Daily-5” (explanation later) until their scheduled lesson. After the students finish their lesson, they are to fill the remainder of the workshop time working on “Daily-5.” This workshop is part of a regular routine. The students understand that after a reading a story with the teacher, they are verbally given a writing assignment. The assignment is usually to write a five sentence paragraph and color a picture related to the reading. READING ASSIGNMENT I observed Mrs. Guimond begin at 0915 with a group of five boys. It is a reading group that struggles with pronunciation and comprehension. The group individually takes turns reading a paragraph from a short story. The story is always 12 paragraphs long and has pictures that relate to the topic (it is designed for groups with six members). After each student reads his paragraph two questions are asked; one is to the...
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...“No skill is more crucial to the future of a child, or to a democratic and prosperous society, than literacy” (The Literacy Company. 2016). This quote could not be truer than it is in today’s world and with today’s economy being as demanding as it is. Rafael Heller tells the readers of his article, “The Scope of the Adolescent Literacy Crisis,” that a two-year college education is almost necessary for a person to get a decent paying job (2016b). Recently, reading and writing professionally have become part of the job requirements and many young adults graduating from high school fail to have the literacy skills required to fulfill these requirements. As someone who has had difficulty in the past with professional reading and writing, and as...
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...use the tongue and lips to produce speech sounds. Students should speak in a controlled tempo this means they should be able to talk at a pace that is easy to understand not to fast as people will have trouble understand or to slow where people get bored of listening. Students should have an appropriate vocabulary when understanding when listening, reading, speaking and how to communicate effectively. Writing help develop strengthen fine motor skill, and when students are writing they need to have developed skills that support the thinking process on coherence and...
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...tapes and CD’s are somewhat dated, MP3 files and other online audio material are not, and these are readily accessible for students. The great thing about audio books is that one no longer has to rely on a cassette player or CD player in order to gain access. It is easy to access them using an iPad, iPod, laptop, Nook, Kindle, or even a smart phone. The cost of audio books is not cheap; however, some can be downloaded for free. There are some digital audio books that cost less than the physical text and can be installed on any device that plays digital audio. This allows those with visual impairments or those with dyslexia or other reading disabilities an ability to comprehend not through sight, but through hearing. Audio books help with intellectual barriers by helping students have the same benefits as their peers. Students with reading and sight disabilities are able to have the same...
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...Critical ideas behind the Level Literacy Intervention system is that children benefit from having experiences with texts that they can read without difficulty, and be introducing challenging book at their instructional level. The Level Literacy Intervention System (LLI) provides struggling readers the kinds of learning experiences alternating between leveled and challenging texts. Using the more accessible books builds fluency which builds self-esteem and confidence. Using the more challenging passages are scaffold to, and with the help of the teacher, it enables the student an opportunity to gain higher level reading skills. The LLI materials are presented in a sequence so that the teacher can emphasize specific skills while reviewing other...
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...The Journey’s Reading Curriculum is a textbook reading program created by Houghton Mifflin for Kindergarten through Sixth grade students which offers adventure units, guided reading components, supplemental instruction lessons and various other interventions to provide reading support at all levels in order to ensure success for all students. The Journey’s reading curriculum is aligned with the new common core English Language Arts/Literacy standards and is built around a variety of activities and learning strategies that are research based and advocated by current educators throughout the United States. While looking through the curriculum and various reading passages I found the Journey’s curriculum to do a very nice job of providing opportunities...
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...students and meet the requirements of a balanced literacy program. The following information shares 12 instructional procedures to be used in a third grade classroom. The procedures are from the Tompkins’ Compendium shared in the text Literacy for the 21st Century: A Balanced Approach (6th ed.). Introduction Meeting the literacy needs of diverse students can be an overwhelming task. Teachers need to have well organized and well prepared lessons that allow students to focus on developing their literacy skills. Literacy lessons that include specific strategies designed to support literacy instruction through a variety of approaches leads to successful readers. The goal of each lesson is to increase student’s literacy success while supporting their literacy needs. To help support third grade literacy skills a teacher can use several, if not all, of the instructional procedures shared in Literacy for the 21st Century: A Balanced Approach by Gail E. Tompkins, 2014. Annotated and Abbreviated List of Tompkins’ Literacy Instructional Procedures [All entries have been adapted from Tompkins (2014) Literacy for the 21st Century: A Balanced Approach (6th ed.). Boston: Pearson with the intent of applying the procedures in a third grade classroom] Guided Reading Uses: Explicit Instruction Purpose: To support students with decoding and reading comprehension learn reading strategies and become independent readers. Overview:...
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...weaknesses in his reading especially with fluency and comprehension. I had no idea that I was eventually going to be tutoring him. As it turned out, my cooperative teacher wanted me to work with this student. Originally, my cooperative teacher wanted me to work with another one of her students but, she later changed her mind on account of, the original student is frequently absent and spends a great deal of time making up assignments. Additionally, my cooperative teacher provided me with valuable background information on my student. Furthermore, through the background information that I was provided I learned that my student occasionally has a difficult time concentrating on his work. His AR level is 2.6-3.6. He is particularly eager to learn, but he frequently rushes through the class assignments. My cooperative teacher has also informed me that Alex is a part of the Jubilee program and he also receives support and intervention from the...
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