Reading Interventions for Students with Learning Disabilities

Throughout a child’s life, he/she is faced with many obstacles. One of the biggest hurdles that they must overcome is learning to read. For some children, that task does not come easy. Children with learning disabilities struggle the most in school because they do not learn as quickly as children without learning disabilities. In an article by Kristin Stanberry and Lee Swanson called Effective Reading Interventions for Kids with Learning Disabilities, it discusses the different interventions that teachers can use to improve the learning capabilities of students with learning deficits. Throughout this essay, different topics will be discussed on how improve and increase word recognition skills will benefit a child with learning disabilities, different ways to improve reading comprehension skills, and personal viewpoints on how these different methods are effective.

Reading Recovery is a program that was created by Marie Clay in New Zealand (Moore & Wade, 1998). She designed a program to help early readers who were having difficulty so they might progress to a reading level similar to their classmates (Lose, 2000). The program was later brought to the United States and implemented in Ohio. It has gained popularity in many other states since that time.

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

Bryan Campus (mother, Edith Sanchez). Spoke to both parent and case manager (Byran has an IEP for ADD) and we have a meeting on Wednesday, December 9th at 10:00 am at Winton MS.

DJ’s independent level for oral reading was estimated to be below pre-primer, his instructional level was grade 2 and his frustration level was at the third grade level. Compared to DJ’s independent reading on the GWL at grade two, DJ’s independent reading level on oral passages was more than two levels lower being estimated at below pre-primer. DJ’s instructional reading on the GWL was at third grade, whereas his instructional level for oral reading fell in the second grade level. This difference suggests that DJ can read words in isolation easier than reading words in context.

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.

Although the QRI-4 provided an abundance of beneficial data to determine Addison’s strengths and weakness as a reader, there were areas of reading that were not made available through the assessment such as phonemic awareness and vocabulary. However, the QRI-4 was useful in identifying Addison’s independent, instructional, and frustration level, which was necessary to plan her instructional goals and recommendations. Others pros of the QRI- 4 provided the opportunity to hear Addison read and demonstrate her strengths and weaknesses in reading short passages within in a relatively short period of time. Due to the word identification assessment the QRI-4 provided an accurate starting point, to ensure that Addison could begin the assessment at an adequate level.

Differentiation is the key for these students. All students may be working on the same objective, but for this group, the assignment will be given in a different style to accommodate their learning. This will help ensure that they complete understand the material being taught. The student may just need the process or the product of the material to be different. The distinction between below – average readers and severely disable readers is an important one. Wherever we as educators draw the line separating the two groups, the idea is that instruction should vary depending on the severity of a child’s reading difficulty. Because fluency incorporates automatic word recognition, it is reflected in the narrow view of reading. However,

Students were pretested before the two groups were put in this experiment, the pretest tested for running record of text reading, letter identification, concepts about print, word reading, writing vocabulary, and hearing and recording sounds in words. Once the pretest was done, teachers started the EBP and throughout were testing students on phoneme segmentation, deletion task, slosson oral reading, and degrees of reading power. Once the Reading Recovery was completed, students with vocabulary improved 13.75 times than a student that was not included in this practice, also improvement of 4.60 times with hearing and recording sounds with words. Other ending results were the improvement of letter identification by

Causes of dyslexia or reading disabilities have been hotly debated by researchers and educators. Knowledge regarding the causes of reading disabilities is important as they define the strategies that will used to help students with dyslexia learn. Dyslexia is caused by differences in the information processing patterns of learning disability students. Language and phonological skills have been found to be the main cause of reading problems. This paper presents a critique and summarizes a paper dealing with phonological skills and how they affect the ability to read. Besides this the paper will highlight the main findings of

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

According to the International Dyslexia Association (n.d.), “15-20% of the population has a language-based learning disability. Of the students with specific learning disabilities receiving special education services, 70-80% have deficits in reading” Language-based learning disabilities affect and impacts an individual throughout their lives. One of the most common diagnosis is specific learning disorder with impairment in reading, which is commonly referred to as dyslexia. Patients with dyslexia usually experience difficulty in reading and writing. They are often confused when pronouncing words and phrases, and usually have difficulty in reading fluency, comprehension, writing, spelling, recognizing and processing certain types of information.

I am taking classes on reading instruction on the content areas in pursuit of a K-12 Reading Specialist endorsement. This will benefit my students because I will be trained underlying reading challenges as well as additional strategies to help the to improve on the target

Shane has a specific learning disability that affects reading that he realized he couldn’t read, write or keep track like other children. But he didn’t give up but found a method to keep his love of language and learning alive by getting his books on tape. This may help his mental state as he was able to read the books he loved independently and continue to learn new words and ideas from it. The audiobooks always the most important adaptation for him even after that. The disability may affect his eye to read but the book on taped allowed him to use his ear to listen it. The second way is the helping from Dr. Dennis Higgins. He not just Help Shane to build up his confidence and also help him to overcome his disability.

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.