EDLI636 Diagnosis and Remedation of Literacy Disorders

Level 1: Mary is reading on the independent level 90%-100% Level 2: Mary is reading on the instructional level Level 3: Mary is reading on the frustration level   Mary is reading on the instructional level of second grade. She reads slowly yet steady. Once in a while she stops and needs encouragement to move on. When she gets stuck on a word she will either try to spell it out or rely on the teacher to say it. Additionally Mary is able to self-correct when necessary. She often says a word and then changes it either because the structure doesn’t match or the sentence doesn’t make sense. On the flip note, Mary tends to add in words that don’t belong, or mixes up tenses. This may signal a lack of comprehension for the text since she reads things that doesn’t make sense but does not stop. Assessing Mary’s comprehension at the end will be a good indicator if Mary needs additional help with the comprehension or the topic of the text.

RTI is a new method being implemented in schools to help struggling readers. Up until now we relied on the discrepancy model. This was a traditional way of administering IQ tests and measuring the results based on the grade level of that student. There are several drawbacks to this method. Firstly, it relies solely on the students IQ results and takes no other factors into account. Secondly it takes many months for the student to get the necessary intervention as opposed to taking the proper action right away. RTI increases the students likelihood of success by identifying the struggling students and getting them the help that they need right away. RTI starts with an initial screening to identify students who are at risk. This is done by doing about three assessments per year and measuring the students against a benchmark book or assessment. Those that score below the benchmark receive help. The help is given in small groups and help raise the students reading abilities.   T...

QRI-5 is a form of assessment which is administered to students individually. It is not a norm based assessment meaning it does not measure the results against the norm group; the results of the assessment are interpreted based on the student alone. The QRI-5 assessment assess the student’s ability to read orally as well as silently, it also assess the students listening skills. This assessment is a k-12 assessment. The result of the QRI-5 assessment help teachers plan future instruction and create reading groups. Teachers also use these results in order to plan intervention for struggling students. There are similar assessments to the idea of the QRI-5. I’ve seen teacher come into the year with a word list that they feel students should know. Teachers us these word lists to assess students for early intervention. Teachers also administer running records at the beginning of the year on grade level texts. I fell the QRI-5 method of assessment is wonderful. It zooms into so ...

Teachers often find it difficult to align their lessons with the common core standards. They have a hard time creating motivating and interesting lessons that at the same time cover the common core standards.   This common core tool kit is extremely helpful in this area. Schools should be ensure that they’re teachers have access to this tool kit. Teachers need to always be assessing their student’s before moving on. There are various methods of assessment that teachers can implement.   One on one assessments such as a running records and having students read from benchmark books are effective forms of assessment as well as informal assessments such as checking for understanding through questions and keeping a log on the students throughout the day. She can divide the class into reading levels and assess them that way if it’s easier to monitor their progress that way.

There is a lot to bear in mind when teaching reading and writing. The teacher must understand that this is an awesome responsibility. Reading and writing are both multi-faceted subjects, ones that children will be using every single day for the rest of their lives. It comes to no surprise, therefore, that when teaching these important subjects, a teacher must look out for understanding and mastery in all the following areas. The first one is print awareness. This is the first thing that students learn when beginning to read. This is the knowledge that the markings on the page mean something, that they are organized in a specific manner (i.e. in a paragraph, list etc.), that the spaces in between indicate separate words, and that it is read from left to right. All these are the basics that students need to know before beginning to read. Knowing the sounds and shapes of the letters is a strong indicator of print awareness. The second category is sounds of speech. Students need ...