Article Review by Michelle Shipman EDD 9300 Methods of Inquiry Nova Southeastern University February 7, 2011 Review of a Qualitative Research Report Introduction The purpose of the article chosen was to analyze and assess an appropriate tool for reading in elementary students using a response to intervention model. Also, the researcher wanted to investigate and define the reading problems in poor readers specifically those in the fourth grade. A Universal Screening tool called Response to Intervention (RTI) was used to identify the selected students. The screening was done on two hundred and thirty fourth graders. For the period of the study, the researcher wanted to determine if students would need more intensive instruction after implementing the RTI instruction.
Whatever the case may be, reading levels are quickly declining instead of accelerating. A new idea has been formulated in regards to solving the problem of low-reading skills amongst 8th grade students. This idea consists of a reading intervention program, referred to as READ 180. According to Papalewis, the READ 180 program consists of a 20-minute whole-class literacy instruction, three 20-minute rotations where the teacher works directly with a small group of students, and ends with a 10-minute wrap-up for students to review over what they have done. READ 180 also
We also have core studies, which are run by HLTA in the learning support department. Core studies is for students that are below the national standard for their year, the students that have core studies lessons are not removed from their timetabled English lessons but are removed from their Modem Foreign Language lesson to undertake addition Literacy lessons. Students that require extra support for their reading are removed from tutor time up to 3 times a week to get this extra support
The population of the city is around 3,000, and FHS services about 360 students from grades ninth thru twelfth. The community is very small and close knit, and the high school plays a major role in preparing students for the real word, because most of the students do not attend college after graduation. Objective of the Document The objective of this analysis is to identify ways to integrate technology at the ninth grade level in English and math classes to help strengthen the students’ skills in those areas. The integration of technology in the core areas will also provide additional skill building activities for students so that they will be prepared for the mandatory state test required for graduation. Background Observation of the existing technology made over the last five years.
Intervention Plan Students Name: Ella Age: 12 years old Gender; Female Student Profile; Ella has a learning disability that proceeded from having an extreme number of severe diabetic hypos during her foundation of early primary school years. Her diabetic hypos interfered with her ability to learn basic spelling rules and patterns, according to medical experts the brain does not function properly for several hours following a hypo. Hence, Ella’s attention span during classroom learning had been very limited to the extent of not hearing any of her teacher’s instructions. According to Ella’s school report, she doesn’t really participate much in class discussions and has difficulties in her learning ability to students in her class. McMiliian (2011) describes this as a ‘Specific learning disability” meaning a disorder in one or more of the basic psychological processes involved in understanding or using language, spoken
Pupil B is on report within school, which means that if her behaviour does not improve overall she will end up in BSC. From consulting with the class teacher it was made aware that the pupil is having problems in other classes. As pupil B has a talent for art, positive feedback needed to be integrated as a strategy for improving self-esteem. Pupil A has been in a program within the school’s BSC program where consultation became vital. Pupil A was absent for two art lessons per week as she was in sessions with the BSC.
All four of the students failed the language tests both times. A para-professional teaches the language class and had reviewed capitalization rules before retesting. The observation checklist was given to the classroom teacher and the para-professional teaching the language class. The observation checklist was for each student. The observation checklist has all capitalization components are listed.
Without those papers I would be lost trying to recall what happened. Going through my papers I found I wasn’t very good at reading. At least that’s what I thought at first. I was reading my teachers comments and they all basically stated that I needed to concentrate and I would be fine. The first paper I came across was the results of a pre-reading composite test from kindergarten.
Advancing Academic Language for All (pair with Word Generation 3.24) Should it be mandatory to get a license to be a parent? GETTING ORIENTED The weekly passage discusses issues about families in the U.S. Here is some information that might be helpful to students less familiar with the issues raised. Child Abuse Family History in the U.S. According to Childhelp, an organization founded in 1959 to help prevent and treat cases of child abuse, 3.3 million reports of child abuse are made in the United States every year.
Due to this significant drop in learning, students are often at different intellectual levels and teachers have to be creative in coming up with solutions to combat this. Teachers use multiple methods such as one-on-one teaching, peer tutoring, and starting the learning material quicker in the beginning of the school year (Von Lunen, 2011). Yet according to the article, the surest way to keep students’ skills sharp is to keep them in school as much as possible (Von Lunen, 2011). Many schools are looking into schedules that model year-round schooling. Information of Interest Through my years of schooling, I have always noticed how difficult it was to retain information from one year to the next.