Struggling Middle School Reader: Successful, Acceleration Intervention Rosemary Papalewis Leah Sykes-Rangel ED 385 Mrs. Melissa Mainiero Sept. 24, 2010 Many students repeat the 8th grade because their reading skills are not proficient enough for them to move on. In fact, Torgeson and Burgess both agree that one child in eight who show signs of reading difficulties at the end of their first grade year rarely obtain reading skills along their current level. Teachers more than often enough are to blame. However, outside forces such as a student not attending class regularly or financial burdens also play a role as well. Whatever the case may be, reading levels are quickly declining instead of accelerating.
To find the answer and to fix the problem, one must look at all of the elements: the students themselves, their parents, their teachers, the school curriculum, the textbooks, and the community. Many students simply do not study enough. (Two-thirds of high school seniors do an hour or less of homework per night.) American teenagers are often distracted by part-time jobs, sports and other school activities, TV, and socializing. Some do not keep up with their schoolwork because of emotional problems, use of illegal drugs, or simply lack of motivation.
Readicide: Killing the Love of Reading One Student at a Time This article is about the shortage of adolescent readers – only about one student in four – who can read and comprehend their textbooks is alarming (National Center for Education Statistics, 2005). Increasingly, research reveals that the reading skills of secondary students are substandard and significantly below expected levels (National Center for Education Statistics, 2005). In a 2007 comprehensive national survey of American reading, researchers found that time spent in reading falls off dramatically at around the age of 13 and, more often than not, continues throughout the remainder of secondary school (National Endowment for the Arts, 2007). Kelly Gallagher (Gallagher, 2009), a noted literacy expert and full-time high school English teacher, coined the term “readicide” to describe how educators are killing the love of reading which has contributed to the loss of both reading skills and the love of reading. He defines readicide as “the systematic killing of the love of reading, often exacerbated by the inane, mind-numbing practices found in schools (Gallagher, 2009).” In the following article review, “Reversing Readicide,” I will briefly describe four instructional practices that Gallagher (2010) believes lead to the decline of reading, and briefly summarize suggestions for reversing those practices.
This experiment took 22 orphaned children some with stutter problems and some without. This study was made with a thesis that states “If stuttering is learned behavior, it can be unlearned.” (Gretchen Reynolds, 2003, mytimes.com). By using this thesis to build an experiment, the children were broken into groups and some were told that there stutter was not as bad as they thought while the remaining children were told that their stutter (which was not existent) was a lot worse than the scientists had expected. Within a months’ time. the children who were told that their stutter was worse became inconsistent with their speech.
Roxana Useda ENC 1101 Professor Cash November 30, 2012 Why Trust the FCAT? Have you ever felt when taking the FCAT you are wasting your time? Over the years students have been required to take a test that will evaluate them on how well they do. The FCAT is given to obtain an insight on how much students are learning on three main subjects, science, reading, and math every year. Despite the benefits teachers and schools obtain, standardized testing like the FCAT is not effective in evaluating student’s performance because not all students learn at the same level, they fall under pressure, and they are being taught just for the test which prevents from learning skills that are yet to be learned.
Traditional students are weak in reading and writing due to the “No Child Left Behind Act” implemented in 2001. Students were passed on to higher grades, not knowing the basics. The adult students were held back grades until they learned what was needed to continue. Traditional students are taught in schools how to use computers and the internet. Computers are now being introduced in kindergarten classes.
FARM students score lower than the overall average in both reading and math in 8th and 4th grade. This is probably due to the fact that families in lower income have a lower vocabulary, less education, and less parental support due to the fact that both parents are probably working as many hours as possible. Research proves that students who are living in poverty prior to entering school their oral language is more limited then those raised in a higher social economic status. African American students are disproportionately represented in the FARMS population in our area, mainly because they are half our population and in turn a high percentage of our FARM students. This could partially explain the low performance of African American students when compared to Caucasians.
When I was in high school I experienced a bad teacher in English, then that following year I had an excellent English teacher. The bad English teacher kept to the same old ways of teaching by requiring us to memorize boring vocabulary words, and work out of the Text book to learn grammar. We would walk in and she would tell the assignment and then we would barely hear her speak throughout the remainder of the classroom period. My classmates and I dreaded going to this class everyday and most of us had very poor grades resulting from
Instructional Design Analysis – Learner Analysis 1 Summary of Instructional Problem When a student is identified as seriously emotionally disturbed (SED) in the secondary years of their academic career - many times the student cannot read on grade-level, compute simple math computations, or perform at the level necessary for on grade-level performance in any academic subject. Emotionally disturbed students have learned to cope differently in the academic environment. Out of 279 students in the 7th grade at Calhoun Middle School, approximately 10% of students have been identified as SED; with 22% of the students being identified as SED after starting middle school in the 6th grade (Pierce, D. G., 2010). In some classrooms, SED students make
Some students are graduating from high school with little or more knowledge about the core classes, some people that graduate they say are illiterate. This topic has been debated for years on why education in America has decreased in the ratings of mathematics, science, and reading. Many American critics believe that