Current Political Discourse : An Objective Level Of Education

In “Writing to Read”, Graham and Hebert present the results of studies, which where thoroughly analyzed, in order to support the importance of writing instruction towards the development of reading skills. The report, however, was not created with the simple purpose of making an argument. Through the use of meta analysis, it recognizes the most effective approaches in order to aid teachers in developing and applying effective strategies.

This week both the NPR podcast, Political Discourse, and the summary of, The Moral Order of the Suburb discuss social distance and discourse. The podcast focuses more on sensationalizing political comments and opinions, while summary discusses the prevalent idea of moral minimalism in suburban life.

Reading, writing, and speaking is difficult for many people. In honest opinion, these subjects are hard for me. So, imagine the struggles for those students that have a learning disability and those who are learning English. Luckily, I attended a session at the LDA conference that promoted tips and strategies to help students with these subjects. Moreover, how to help both ELL students and students with learning disabilities access these curriculums. Session W32 by Linda Tilton showed me how to help students get organized and become active learners. Not only that, but how to give high interest review strategies to reinforce vocabulary, reading, and writing. As Linda stated, “These are the nuts and bolts to take back and use!” For example, she

Levy, B. A., Abello, B., & Lysynchuk, L. (1997). Transfer from word training to reading in context: Gains in reading fluency and comprehension. Learning Disability Quarterly, 20(3), 173-188.

The article talks about how there are diverse ways to help children with disabilities learn to read. It talks about shorting the text, rewriting the text, making a summary, using pictures, and numerous other examples. It can be difficult to each student how to read so educators and other ones have come up with a way to help.

The research is expanding in the area of evidence-based reading interventions to include children who have intellectual disabilities. Phonological awareness is gaining support as a critical element in reading instruction as shown in student performances using targeted intervention measures that align to the student’s instructional level and to reading standards (Lemons, Mrachko, Kostewicz, & Paterra, 2012). Without explicit instruction in phonological

The most hopeful intervention is early intervention. Classroom intervention and pullout remedial approaches have shown positive results. Prevention programs that focus on phonemic awareness, phonics, and meaning of text in reading instruction of early grades can reduce the base rates of at-risk dyslexic students to below five percent. It will also significantly improve the core reading skills of the weakest readers in early grades. For older students, intervention programs that are described as strategy based and direct instruction have been most effective for their grade level. The combination program has been evaluated with sever dyslexic students in randomized experimental designs with control groups. This approach resulted in better standardized reading measures. Students with word-reading abilities below the fifth percentile before the implementation of the explicit programs tested in the average range of word identification following the interventions (Shaywitz, Morris, & Shaywitz,

By students reading aloud, we were able to practice the student's fluency and determine students accuracy within their decoding processes. The majority of students decoded at a fifth-grade level. Students who struggled with decoding were provided interventions within the resource room at the school. I noticed that students who remained in the classroom showed more progress throughout the year. Students provided with interventions continued to struggle with the fluency component of reading. For next time, I would like to be able to provide more in class interventions that target students needs based on reading fluency and comprehension.

290). A more board implication is that students who have reading difficulties will likely need intensive intervention. Decoding, fluency and reading comprehension can be the focus of these interventions which allow students to opportunity to work on their reading deficits. The selection of appropriate programs is also an important aspect of intervention, “selection of programs that are appropriate for student’s reading levels, and using mastery tests and other progress monitoring measures to determine how quickly students can proceed through a program or when a change of emphasis is warranted” (pg. 290). Through proper data collection and analysis, appropriate and comprehensive programs are able to be created and used to increase a student’s reading

Literacy skills in high schools are becoming scarce. Students have become more involved in technology and shortcuts rather than learning materials that he or she will need throughout the rest of their lives. Many high school students lack the reading and writing skills that they need in order to further their education and progress into the workforce. “The percent of Denver Public Schools high school students reading at grade level dropped between 2002 and 2005, from 40 percent to 37 percent” (Hubbard and Mitchell par. 4). The statistics shown for just three short years says a lot about our education system and how educators need to do more to help students. Years down the road, there is going to be a greater decline in students’ academic abilities. Response to Intervention (RTI) is an idea that has been floating around for a few years but it has never been in action. The major purposes of RTI are to prevent failure and to diagnose less apparent and/or unnoticed learning disabilities (King, Lemons, and Hill 7). College is becoming a necessity in America; therefore, adequate literacy skills are essential in order to achieve a college education. School administrators should engage in the research and implementation in RTI literacy frameworks and/or literacy programs because secondary students are not getting the literacy skills they need in order to succeed in higher levels of education or in the workforce.

The article titled "Improving Expository Writing Skills with Explicit and Strategy Instructional Methods in Inclusive Middle School Classrooms" by David Cihak and Kristin Castle (2011) basically examines the potential effects of an intervention program on the writing skills of students with and without learning disabilities. As part of the study's methodology, the researchers decided to conduct the intervention program with forty-eight-grade students as participants. A number of these subjects were enrolled in Language Arts inclusion classrooms and forty-two percent of them received special education. The intervention to these students resulted in a positive note and the researchers concluded by suggesting its success in improving

As the Sociolinguistic theory suggests, preschool-aged students can be at risk to develop a reading disability if they do not acquire high-quality oral language foundations (Tracey & Morrow, 2006). The effort to create and implement early intervention programs is driven by the idea that it easier to prevent reading problems than to attempt to remediate them in the later grades. The Interactive Strategies Approach is a comprehensive and highly responsive approach to instruction and intervention for struggling readers in the primary grades. It has features in common with and different from contemporary approaches to intervention.

Reading is a lifelong skill that individuals should learn, for them to prosper and expand intellectually. Despite the fact that one might perceive its simplicity, it is more complex than what it seems. Furthermore, it's a weapon that can be used to face challenges and opportunities that life offers. For many, gaining this skill is easy except for students with Learning Disabilities (LD). It’s very hard to teach reading for those students with LD. One factor to this is the varying needs of the students and the condition that controls the learning situation. In the articles read, the authors provide solutions to help the LD students with their reading skills and intellectual

Year after year, teachers observe students who enter into their classroom without the ability to read. The inability to read effects every area of a student’s education. The

Students with specific learning disabilities usually have challenges in acquiring reading and language skills. According to the Individuals with Disabilities Education Act (IDEA), a child may be determined to have specific learning disability only if he/she is found to have a discrepancy in oral expression, listening comprehension, written expression, basic reading skill, reading comprehension, and reading fluency skills (Kranzler, & Floyd, 2013). Therefore, according to the IDEA (2004), it is important for special education teachers and administrators, as well as regular