Case Study: A Major Reading Deficit In Third Grade

Trezek and Wang (2006) evaluated the effectiveness of utilizing the Reading Mastery I program (Engelmann & Brunner, 1995) supplemented by Visual Phonics with kindergarten and first-grade d/Dhh students. Three teachers in a Total Communication program and 13 students were included in the study that lasted over 8 months. Students’ degree of hearing loss ranged from severe to profound, and two of the first graders wore cochlear implants. Students were divided into three groups based on their age for instructions.

From a young age Stephen was told that he wouldn't amount to much in life. His teacher's flunked him in first grade and fourth grade and was asked to leave the school so he transferred to a new school. He then flunked tenth grade and once again was asked to leave so you would also think that this kid wouldn't amount to much in life.

It is important for Barb to remember that she is new and she should make sure she is communicating her goals and objective to the teachers. Since Barb decided to meet with the middle school teachers, they have expressed their resistance to the suggestion of using a balanced literacy program. As to be expected, some of the teachers were set in their ways and did not want to change the way they teach reading. Becoming frustrated with the teachers, Barb need to think of a way to explain that balanced literacy is importance and the plan she will use to slowly integrate balanced literacy into their

S.P.I.R.E. (Specialized Program Individualizing Reading Excellence) is a comprehensive reading intervention program developed by Sheila Clark-Edmands, M.S.Ed., published by EPS Literacy and Intervention and is currently in its third edition (Clark-Edmands, 2012). While S.P.I.R.E. is most appropriate for Tier 2 and Tier 3 students with learning differences and struggling learners, the program has been used in a variety of settings, including classroom, small group and one-on-one. Based on the Orton-Gillingham approach, S.P.I.R.E. incorporates the most recent research regarding best practices in reading and language arts instruction as well as the professional standards published by professional organizations such as the International Reading Association and the International Dyslexia Association (Balajthy, 2014). The program is designed to build

I was always the type of kid who would rather study and do homework rather than go out with my friends. All of my friends told me that I took school too seriously and middle school didn’t matter but it did to me. Like a machine, once I started there was no stopping me. My work ethic is strong because I had dyslexia. Dyslexia is a learning disability that affects people with reading, writing and, spelling. My mom has always pushed me to be my best in school. She always told me that my grades do not matter as long as I am giving one hundred percent of my effort. Although to me, the grade did matter. Even though I had extremely excellent grades throughout middle school, I did not think there was any reward for working that hard in middle school.

The district has about twenty-four thousand students and employees three thousand educational professionals. For the purposes of this assignment the place and the participants in which the PD would occurs and be for will all take place at Jane Long Elementary for only the campus staff. The campus has approximately 538 students in grade pre-kinder thru sixth and 36 staff member. The targeted population of the study is regular classroom teachers, two reading interventionist, one special education teacher, and administration. The content of the professional development will focus on the ability to utilized iStation as an assessment piece for determining students reading levels and plan lessons with specific targeted reading interventions strategies for students who don’t meet either tier 1 or tier 2 criteria. The personnel in charge of delivering the content and continuing PD is the reading department who is to be composed of three district ELAR instructional coaches, one director of reading, and a reading data specialist. The administration team of the campus will insure that ongoing training is conducted

Some of the biggest concerns remained specifically with three Spanish-speaking students, each of whom were natives of El Salvador. Each of these students spoke English as a Second Language. These students have been identified with learning disabilities, specifically auditory deficits. All have been tested at a reading comprehension level of third grade using the Qualitative Reading Inventory (QRI) and the Degrees of Reading Powers (DRP). They each had IEP goals for reading and writing. These three students did not contribute to classroom discussions nor have many social interactions with other students. They had, however, formed a tight-knit social group with each

In this paper, we will be discussing a case study in which a block three teacher candidate was assigned a striving reading student to work with for interventions. We will begin by introducing the student by discussing both her personal background as well as her educational background and the block three-teacher candidate’s observations of this student as she both worked with and got to know her. We will then discuss what assessments were administered as well the results of a pre and post intervention running records. Next, why the assessments were chosen and how the results of those assessments directed the lessons, which were taught to this student and what the lessons involved will be discussed. Finally, we will review a final evaluation of the case study as well as look at steps that could be taken by both the child’s teacher and parents to help her further succeed.

In class we discussed the common health problems that children in middle childhood, ages 7-11, can experience. One we discussed was learning disability. The main one mentioned, Dyslexia. Dyslexia is a disorder where someone struggles learning to read and interpret language, letters, and words.

In addition to various measures that can be adopted by middle schools to choose from, middle schools should devise new strategies that align with their goals. Using multiple measures of both positive and negative outcomes, we expected and found high levels of low literacy skills in middle school students. Ehren (2013) suggests professionals craft the puzzle pieces together to create the kind of picture that suits their school. However, suggestions include adding effective tools to an RTI framework for middle schools because students have become classified as adolescents and their literacy proficiency skills has increased and if the student is already behind, it is of utter importance to identify the type of remediation

15% of Americans suffer from a reading problem known as Dyslexia. These individuals who suffer from Dyslexia may, according to Webmd.com (2015), “have trouble with reading, writing, spelling, math, and sometimes, music”. When I think of Dyslexia, I think of someone who mixes up their numbers and letters around while reading. Growing up, I would mix up my numbers and letters (I still mix up my numbers from time-to-time) and was tested for Dyslexia. I was never diagnosed with being Dyslexic, but it was always something I thought about.

Question 1: The main idea of this selection is to understand the effect of the disability called dyslexia.

Are the trends due to a change in the administration and leadership? Is the loss of learning gains in Reading because a new educator was allocated with the lower achievers? Is this a school culture or climate problem? Is this a change on the district administration or leadership and therefore, a mandate by designed with a political implication? Any of these issues may be addressed by the using of data as evidence of students’ academic needs. The more community involvement and faculty buy in process; the more barriers can be eliminated and challenges overcome.

A child is having a problem reading even after lots of help from both parents and teachers. At some point, they probably start to think that the child is just being lazy and not trying to read. It may not be the child, school or the parents fault. The child may have a reading problem called dyslexia. Having dyslexia does not mean that a child will never read, but it does mean that this child will learn to read in a different way than most children of the same age.

Everyone faces day-to-day challenges that can limit him or her in many different ways. Some struggles are easier to overcome than others, especially if the struggle is concentrated in one particular area. Yet, those who struggle with reading disabilities in general, including dyslexia may not have the easiest time overcoming it. Not being able to read may lead to other issues with spelling, grammar, and general comprehension of material. This literature review will be covering many previous done studies that focus on reading disabilities and dyslexia. Through examining this literature it should give some answer to my overall thesis, which is how is dyslexia connected to reading disabilities and what can be done to help those who are struggling.