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Students that struggle with reading in school is not a new problem. This has been achallenge for teachers for years and continues to be an issue in school systems nationwide. Asstated in video program five, "While a child's development may be delayed, the developmentalpattern will remain the same." (Bear, 2004 ). This really lets school officials know that these studentsare reachable, but the teachers need to provide appropriate instruction for the student'sdevelopmental level. There are several things to be considered such as: grouping, type ofinstruction, spelling words, and vocabulary. Teaching special education, it seems that my students are usually grouped in theteacher/child ratio.
Within those small groups there are a variety of reading levels andadjustments that have to be made. We have reading groups everyday in my classroom. Mystudents along with my teammates students are grouped according to ability. Even with thattype of grouping remediation for some students is needed because of their rate of progress. It was stated in video program five that struggling readers need repetition, practice, and explicitinstruction (Bear,2004). I try to provide this through different modalities.
One strategy is a computerprogram called Intelli-talk. This is a program similar to Cowriter or Write Out Loud. It allows information to beinputted into the system by the teacher and it will orally read the directions, any reading oractivities that go with the lesson. This program also allows pictures to be associated with vitalvocabulary in the reading in the form of a word bank. By clicking on a picture the studentscan review a brief definition of the word and hopeful this will aid them in completing thevocabulary/comprehension activities. This program will also allow the teacher to make a wordweb and using the pictures mentioned early, the students can match the correct word with thepicture.
This is a great way to have students review independently what was read or discussedpreviously in a small group setting. This also allows the teacher to engaged in another activitywith other students without having to be directly one on one with another student. My students are tested annually on 400 basic sight words using the Brigance test. Anywords that the students do not know how to read are given to them as spelling words. Thestudents are expected to know what the word means, how to read and spell the words by the endof the week.
Supplemental activities for classwork and homework are given as a reinforcement. A shorter list is given to those students that may have difficulty. Vocabulary match andflashcard activities may also be given to assist the students that are really having a hard time inlearning. Pairing the student with a buddy is also an excellent way for students to learn. Whenbroken down into smaller chunks the students are usually more successful inlearning as stated in video program four. After reading a story or often times before writing a paragraph, the students will engagein a webbing activity using the computer program Inspiration.
This is a great way to engagestudents in the retelling of a story. It is also great for brainstorming for writing. The use of thecomputer is a plus because it really captures the students attention more than pencil and paper. Ialso have a model that I show to the students so that they can see and hopeful understand what isexpected of them. When completing this assignment I have observed that the students seemmore focused and attentive to the task at hand. I have really received quality work using theseprograms and activities.Reference ListBear, D. R., Invernizzi, M., Templeton, S., & Johnston, F.
(2004). Words their way: Word study for phonics, vocabulary, and spelling instruction (3rd ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
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