Program Evaluation : Wilson Reading System

By creating a student case report, a teacher of reading can develop a holistic understanding of a child's reading development. The benefits of keeping a case report include having diagnostic, formative, and summative data on a student's reading progress combined with anecdotal and teacher observational data which provides contextual information on the student. Therefore, allowing the educator to make more informed instructional decisions regarding a reader as well as provide the most accurate and detailed information to parents and other stakeholders (such as special education professionals or educational psychologists) as needed. With a case report, such as an Informal Reading Inventory, the educator can build on a wealth of knowledge about the readers' holistic literacy (phonemic awareness, phonics, fluency, comprehension, vocabulary) in order to determine what the next steps will be for the reader.

My earliest memories of learning to read come from first grade and a book about a dog named Pug. I remember calling the words with concentration and focus, See Pug run. Run Pug, run. I don’t recall things improving much in the second grade “turtle” reading group I was assigned to. I struggled with fluency and confidence, especially in reading group, which consisted of sitting around the kidney bean table while each student read a page in turn. Fortunately, I had a proactive mother who borrowed a copy of the basal reader from the teacher and practiced the weekly story with me at home. Not only that, she read real literature to me, which ignited a passion for reading that was not developed in my primary classrooms.

Many students were reading below grade level, and Tyner needed an intensive reading model that could fill in the gaps of each student’s literacy. She began using a basal reading program called Early Steps (Morris, Tyner, & Perney, 2000). Tyner decided to use some of the components of Early Steps to develop her own reading model that would focus on the needs of beginning and struggling readers. The Small-Group Differentiated Reading Model consists of a framework specifically designed for beginning and struggling readers so that they may progress through the appropriate developmental stages and become proficient

he most fundamental responsibility of schools is teaching students to read. Indeed, the future success of all students hinges upon their ability to become proficient readers. Recent scientific studies have allowed us to understand more than ever before how literacy develops, why some children have difficulty, and what constitutes best instructional practice. Scientists now estimate that fully 95 percent of all children can be taught to read. Yet, in spite of all our knowledge, statistics reveal an alarming prevalence of struggling and poor readers that is not limited to any one segment of society:

Reading is a means of language acquisition, of communication, and of sharing information which is essential in being a productive member of society. If and when a student missed an opportunity to learn the skills necessary for reading, it’s has a profound impact on their lives. As educators we realize that teaching all children to read requires that every child receive excellent reading instruction. We are also aware that children, who are struggling with reading must receive

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

The group of students being presented this intervention program are lower performing readers. Data from multiple measures is collected early on in the school year. All students are given universal screeners to see what intervention they would most likely benefit from according to what skills gaps they currently have. The data is collected from a STAR Reading test, a one minute timed reading fluency inventory, as well as teacher classroom observation and assessment data. As the first two measures are normed assessments, the students all receive a percentile rank. The students who fall in the 10th percentile or below show they are in need of intensive targeted intervention. They are placed into a small group of up to 6 students to participate in this intervention called Enhanced Core. Once identified as needing targeted intervention, these students are also given a CORE Phonics survey which gives the teachers specific data about what phonic skills they are missing exactly.

A doctor once said ‘the more that you read, the more things you will know. The more you learn, the more places you’ll go’. That doctor was, of course, Dr Suess in his book 1978 book, I Can Read with My Eyes Shut!. Reading is the orchestration of many skills. It is much more than simply decoding words. The National Reading Panel Report (A Closer Look, 2004, p. 1) summarised a child’s reading process and teachers’ effective reading instruction into five essential components. These five critical elements are phonological awareness, phonics, fluency, vocabulary and comprehension. Each element is individually important; however, each cannot occur independently of one an other. The most effective way to teach these elements is through a balanced

First,According to www.understood.org the program does not teach students reading skills and strategies. It is intended to help kids to read independently at their own level and pace. For some kids who struggle with reading, AR has been a hassle and has not helped them to be a successful reader.

Although different grade levels have varying PALS objectives and goals, each goals aims to minimize the gap between low educational attainments of ELLs with LD by teaching students to choose appropriate reading strategies in order to aid in reading comprehension. Saenz, Fuchs and Fuchs (2005) describe Kindergarten and 1st grade PALS goals as developing skills such as phonological awareness, letter-sound correspondence, and sight word recognition. Grades 2-6 PALS includes partner reading with retell, paragraph shrinking, and prediction relay. Saenz et al. (2005) describe the goals of these strategies as “to increase strategic reading behavior, reading fluency, and comprehension. The strategies included in these activities are cumulatively reviewing information read, sequencing information, summarizing paragraphs and pages, stating main ideas in as few words as possible, and predicting and checking outcomes” (p. 232). In this study, the grades 2-6 PALS has been proven effective for increasing the reading performance of ELLs with LD when students spend time in both peer

Reading is one of the most important skills that students learn in school. Being able to reading is paramount to student’s success throughout school and

In this reflection paper the student was asked to write a mini reading lesson plan.

Many students around the United States have reading difficulties, which can be due to a variety of reason such as: low socioeconomic status, family history of learning disabilities, a neurological disorder, limited exposure, etc. Reading difficulties can lead to further problems with education and learning, therefore the struggles should be addressed and intervention techniques should be implemented promptly. The interventions need to be individualized for the student based on their needs in order to improve the student’s reading to the best of their abilities.

Reading is believed to be an easy task, something we all learning and develop through the years as we grow, however, is it really that simple? To reading and understanding are both essential when a student begins to read. It is a complex action that requires a multitude of different actions/components, all working at the same time, to become a successful reader. The components that are pertinent to reading are: comprehension, oral language, phonological awareness, phonics, fluency and vocabulary. Without these components, reading may very well be irrelevant because it does not make sense to read and not understand what is being transmitted/relayed. According to the National Reading Panel (NRP), “a combination of techniques is effective for

When data from students who had average accuracy and fluency scores, but lower comprehension scores were compared to data from those with similar accuracy and fluency but average comprehension, the consistent differences were found to be lower oral language and vocabulary skills in the poor comprehenders upon entry into formal schooling. (Nation, Cocksey, Taylor & Bishop) Thousands of dollars each year are spent on intervention, trying to improve the reading of children that show delays. When one reads, the clear goal is comprehension of what is read. Without communication of ideas between the author and reader, decoding texts is pointless. Most intervention programs are focused on phonics and word decoding. Oral language interventions concurrent with vocabulary and comprehension tasks at age eight have been shown to lead to significant improvements in reading comprehension. (Nation, et al., 2010). Reading comprehension is not merely a product of being able to decode words and sentences. How we teach children to process and integrate the ideas found in text can have a large impact on their ability to function in a world of ever expanding knowledge and information.