Article and Book Analysis: Module 1

Article and book Analysis

After reading chapters one and two, I searched for an articles that had to do with reading intervention. I found many interesting articles, but the one that stood out to me was the one that talked about the Tier 3 intervention. I am the team leader when we do our tier meetings. We put students on tiers which allows us to modify their work.  We have to go through all of the tiers because we can have them tested for any further special things. As I read the chapter I noticed all of the different reading interventions. I noticed that the article focused more on the tier three ink covered more than on intervention.

The article I read described ad evaluated the effects of an individuated tier 3 reading intervention. The articles talked about a specific student who was having difficulty with reading. It also talked about the different characteristic that were within the student. I like the article because I feel that it took one of the reading interventions that was listed in the book an put it into action. I felt that I t abled me to see what the tier reading intervention did for students. It was a research paper based on the one student rather than the broad spectrum like the book.

I liked reading both the book and the article because one talks about the different inventions and the other acts out the invention using data and other materials. They both helped me set a plan in my mind how I want to do tiers in my classroom. The article also had a lot more data and proof of what worked and what didn’t work. The book just talked about the different ideas of the interventions. The author of both book and article both believed that reading is crucial to every child and if we can diagnose or set up an intervention then we can help them get to where they need to be. The book went more in-depth into what Reading intervention is, whereas the article just demonstrated an example of the reading the intervention.

Article:

Optiz Pg. 14 #4: Module 1

Use Table 1.1 “Summary of Proficient and Less Proficient Reading Behaviors” to observe a reader.  Highlight the characteristics you notice and provide an example of what you see.

 

Table1.1 shows various models of reading. Throughout Optiz’s text he defines the different areas and characteristics for proficient readers. It helps you look notice the behaviors of the proficient reader and the proficient reading behavior. I complete running records on the students' reading fluency and comprehension in order to determine their leveled reading group for the upcoming week. Their main focus is pronouncing the word correctly, which takes all of their time and energy and honestly leaving them with no opportunity to grasp the meaning of the word and the text. I feel that if a student must focus on every sound and every letter that they will be less likely to understand what they have read. If a student is fluent it can pull all of the things together and proficiently read.

This year I am working with many students on different levels. I have one who is a severely low reader. He is reading 34 words per minute. I am having to work with him every day and let him read to me every day. I feel that there is a lot of self-doubt and confidence. It’s scary to think that if this continues how far behind he will be. As he is reading is focused on the individual’s sounds and not the word itself. So not only is his fluency low, but his comprehension is low as well. I continue to do Diebls with him once a week, but I am thinking of increasing it to twice a week. Overall, this was very interesting to me because it helps me understand and know what to truly look for in a student.

Assessment Powerpoint: Module 1

I am passionate about reading and I am in shock when I read the statistics that were proved on the power point. I can’t believe that 40 percent of students are diagnose with some type of disability and 80 percent of those disabilities are reading related. It is crazy to think that is how the reading society. I feel after reading this powerpoint I now have a better knowledge of terms that are used within the schools.  I like looking at the different stages of reading and comparing to my class on where my students are. I realized that with teaching third grade, they are in the growing independent stage. They have to almost be where they need to be with fluency. After reading this powerpoint it truly allows you as a teacher get a better understanding of your child and how the assessing is help him or her achieve their goal.
  

Assessing Reading Skills Video Module 1

I learned valuable information from reading the text, article, PowerPoint, and watching the video. My favorite topic from the blog entries would be the video. I enjoyed watching the video because I feel that as a teacher, I can relate to it better. I’ve always had the doubt in my head if doing the running records for fluency and comprehension is the best thing to do. I always self-doubt because I read and see so many other opinions based on student recognition and low fluency in their reading. I really like the video because it explained the 10 year girl whom focused so much on decoding words rather than comprehension. It showed that if a student can fluently read then he/she will be successful with their reading comprehension. It is a building bridge to a lifelong success of reading. I related to this video personally because I had a student whom had the same difficulties. I did weekly assessments with hi and he wasn’t improving at first. As the time went on and I kept drilling and doing fluency passages with him, his fluency levels increased. I then began to slowly notice his comprehension grades were increasing rapidly. One quote that really stuck with me is “Students having an IQ doesn’t mean that they have high reading levels” This is very true and I have noticed this within all of my classrooms.