Reading Comprehension Case Study

Addison read a narrative and an expository passage at Level P, “Plenty of Pets” a narrative passage and then an expository passage, “Animal Instincts”. Addison read both passages with 96% and 99% accuracy respectively. She scored satisfactory on both passages. When reading Level Q, she read a nonfiction passage, “Not Too Cold for a Polar Bear” with 97% accuracy and excellent comprehension. At Level R, she read with 95% accuracy and satisfactory for comprehension, although it is deliberate and arduous. However, when Addison read a narrative and expository text Level S, “Could Be Worse” and “Amazing Animal Adaptations”, reading both passages below 95% accuracy. When considering a fluency score, Addison primarily reads in three and four word groups, however it is not smooth and lacks expression with a slow rate most of the time. Aimweb progress monitoring data were considered to determine Addison’s correct word per minutes. According to the data, Addison’s word recognition skills significantly impacts her ability to read fluently, thus causing frustration. She is currently being progressed monitored at a third grade level, indicating she falls near the thirty third percentile when compared to third grade students nationally, reading a median of 109 correct words per minute.

In the past, knowing that motivation was one of the primary concerns for teachers when teaching them to read (Veenamn, 1984) but today it deals more with finding a way to interest students in reading (O’Flahavan, Gambrell, Guthrie, Stahl, & Alvermann, 1992), Gambrell, Palmer, Codling, & Mazzoni developed a tool to assess student motivation in reading. The Motivation to Read Profile includes a reading survey and a conversational interview. The survey gathers information on reading motivation as it relates to self-concept as a reader and the value of reading. The interview gathers information on books students find most interesting, favorite authors, and where and how students find books. After administering the survey and interview, teachers

Jennifer has a history of difficulty with early reading skill milestones. She had difficulty learning the letters of the alphabet in kindergarten as well as trouble with initial sounds, sight vocabulary and rhyming. Her overall language development was

Another way to help struggling adolescent readers is through motivation. Motivating reluctant and struggling readers is a difficult task.  A study conducted by Pitcher et al., (2007) proves exactly that. The researchers worked as a team to modify the Motivation to Read Profile (MRP) which helps elementary teachers assess the motivation of

Students in the pre-emergent stage of language acquisition have a vocabulary base of approximately 500 receptive words (Hong, 2008, p. 61). However, these students may be experiencing the “silence period” or parrot others thought they produce limited language output. Therefore, the read aloud strategy, a method of reading a book audibly either as a class or in small groups provides English Language Learners the opportunity to hear English spoken in a clear slow manner while participating in a classroom activity (Grand Canyon University School of Education website, n.d., expression 2). By reading aloud, the teacher provides a model of proficient reading and a means to provide content for ELLS who cannot yet read at the level of the text (Levine, Lukens, & Smallwood, 2013, p. 94) Also reading aloud “builds students background knowledge and develops academic vocabulary along” with proper enunciation which is vital for this stage of English development (Echevarria, Vogt, & Short, 2013, p. 76).

Teaching the lesson snap shot was not as easy as I though it will be. The planning getting all the materials ready was not an easy task. The part of the lesson I chose to do was the hook. My overall goal was to create a worksheet that will engage the students’ and help them gain a deeper of the double plus one strategy. As stated on the grading rubric I did not choose the proper activity that will engage first graders. The vocabulary used in the word problem might have confused some of the students’. I should have kept in mind the interest of the students and the grade level. I think that I did interact with the students’ I went by every table asking them if they needed any help and how they had answered the questions. The CUBES strategy I

Chapter 5 describes teachers being able to monitor students’ development of word recognition for struggling readers and the importance of teachers understanding the underlying skills a student uses to recognize words. Teacher need to be organized in their assessments and instructions in the following areas: phonics, structural analysis and sight words. Phonics use letter sounds to drive pronunciation of the words. Phonic inventories on various levels can reflect and give us insight on the student’s decoding skills with consonant sounds, single syllabus vowel sounds, consonant blends and diagraphs. There are three phonic assessments used to test phonic skills: Z-Test, Informal Phonics Inventory and Informal Decoding.

Strategies of improving prosody in order to increase reading comprehension has been a concept in which I have been struggling with in order to better assist my first grade students. I began this process thinking that I needed to have the students look at the punctuation and text features within the text, as well as the pictures to better assist them with their understanding of the text. I feel as though many students rush to complete the readings quickly without an understanding of the words that are being read. I have begun to realize that the students are familiar with testing for the rate of fluency so often that I need to address other reasons for reading and the strategies that should be implemented before they begin reading the text. While I understand the importance of reading with automaticity and the skill development involved with addressing punctuation, reading with expression and meaning should also be a focus of reading development. During my research, I realized the topic of prosody needs to be clearly defined, although its importance to reading comprehension is unclear. I have also come to the realization that the methods I am implementing within the classroom are consistent with current literacy research. This research includes both traditional and new literacy methods.

Students will use the KWL Chart to Synthesize the story of Yen Sen: A Cinderella Story,by: AI-Ling Louie. They will order, recall, retell and recreate this story to form their own comprehensive perspectives.

The reading process is a cognitive and mental problem solving process of decoding symbols so children can derive or construct the meaning of reading comprehension. The reading process is a means of language, communication, and the sharing of ideas and information. Comprehension is when children have the ability to understand or get meaning from the texts they read. With reading comprehension children will benefit greatly when explicit instruction is used. By doing this children can learn how to apply comprehension strategies before, during, and after they read. Reading comprehension teaches children how to use text structures, summarize, and recall information they learned and when to question it. Fluency is when children can read with expression, accuracy, and at a quick rate. When teachers and parents guide a child’s oral reading it has a positive impact on the child’s comprehension, word recognition, and fluency skills.

Fenton-Smith, B. and Stillwell, C. (2010). Reading discussion groups for teachers: connecting theory to practice. ELT Journal, 65(3), pp.251-259.

This paper is intentionally made to show the comparison between oral language and reading comprehension. Oral language and reading comprehension are both essential to every individual. All of us had undergone oral language when we are still young and as it develops and as we grow and mature, it enables us to be more knowledgeable and prepares us to a more needed comprehension in reading. This two are significant and are interrelated to each other.

There are numerous children’s books available for educators to utilize as they create, integrate, and incorporate reading books into their lessons. When selecting books for students, many factors come into play. One central component to employ when selecting Children’s books is ensuring the book is developmentally appropriate for the child (Lennox, 2013). In order to select

Reading is a basic skill that teachers emphasize early on in a student’s education. Some students are gifted at reading, often times choosing to dive into a good book rather than spend the afternoon playing with their friends on the playground. On the contrary, other students are the opposite and tend to struggle with the ability to stay focused, enjoy, and comprehend what they are reading. I was headed down the latter path, not knowing if I would ever be able to enjoy reading a good book. I was certain that this mindset would remain within me for the rest of my life; books didn’t like me, and I didn’t like them. Little did I know that stepping off of the school bus and into that special, new classroom on the first day of my 4th grade career would change this outlook, and I owe it all to a very special teacher I still admire to this day.

Now that we have the background of the five components I want to hone in on the topic of differentiating instruction for reading comprehension. Children have always come to school with a wide variety of literacy experiences and abilities. Teachers have struggled for years to meet the needs of all of their learners. Historically, teachers have grouped their students in attempts to arrange their instruction to meet the different needs of individuals. They have attempted various types of grouping arrangements during the literacy block, including needs-based homogeneous groups, interest-based groups, or individualized instruction. However, it has become clear that it is not the grouping arrangement that matters; it is what the teacher does with each group of children that makes the difference. (Taylor, 2000) Differentiated instruction can only occur if the teacher possesses a deep knowledge of the reading process, an understanding of the strengths and needs of her students, and the ability to adapt their teaching to the students’ needs.