Lose expounds on the characteristics of effective RTIs. In order to best help struggling readers, Lose writes...
- teachers must identify struggling readers early
- after identification, teachers must implement intervention quickly
- teachers must appropriately identify children with learning disabilities--take into account all aspects of students' reading exposure and abilities
- teachers must provide effective, intensive, evidence-based early intervention plans
- teachers must monitor student progress and appropriately document this progress
- teachers must report yearly progress of struggling readers
- teachers who work with low achieving students should be the best of the best, teachers should invest in professional development so that they may better help their struggling students
- teachers should create a multitiered problem-solving team to help support struggling readers
Lose goes on to explain how vital it is for teachers to determine what learning approach best suits each struggling reader. Teachers that are willing to adapt and experiment in order to determine this best approach are the most effective in helping struggling readers improve.
The article goes on to support two intervention programs. One, Reading Recovery, is designed for struggling first grade students. Lose also reveals that evidence supports the Kaplan SpellRead program, which targets second graders. Lose relays to the reader that teachers must implement programs and strategies that are scientifically supported.
Explore these websites to find out more about each of these intervention programs...
How can teachers cater to a struggling reader's particular needs when the school day does not allow time for one-on-one attention with the teacher and the struggling student?
How might teachers maintain anonymity and unity within the classroom? (How might teachers avoid students determining who are the "advanced" versus "struggling" readers?)
As mentioned in class, a great way to maintain anonymity within the classroom is through group bookclubs. Students can be assigned to a group with children on the same reading level. The groups can be separated by a factor that the students can't differentiate, such as animals or colors.
ReplyDeleteI would definitely have to agree with this article that early intervention is the key. I have noticed that with working with lower grade student at Amherst Elementary, and also at Child and Hearing Services at UT where clients (usually under the age of 18) come in the receive intervention for struggles they have with reading, speaking, and spelling. I have noticed that some of the clients who are around the age of 10-14 that started to get intervention even as early as three are still not on grade level and struggle with somethings (even though they have made great improvements!) As stated in this article, I think it is also essential to do progression assessments yearly or even by semester to make sure that the child is progressing at an appropriate pace. Of course the teacher must understand that not every case will be the same because all students are different and come from different backgrounds.
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