Based on the below scenario, explain how Mei would benefit from the specialized instructional strategy described below and how this specialized instructional strategy will be used to help Mei meet her IEP goals from the scenario. Scenario Mrs. Patel, a fourth-grade teacher, plans on teaching a lesson with the objective of having the students solve and write math problems (a.k.a. math story problems). In the classroom, Mei struggles with decoding words and recognizing sight words, which affects her fluency (i.e., reading accuracy and rate). Mei is currently reading 15 words per minute, which is the average for students in the middle of first grade. To be on grade level, Mei should be accurately reading at least 70 words per minute. Mei is able to decode initial and final consonant letters but struggles with medial vowels and consonant blends. Mei’s IEP goal is written as follows: “When given a selected reading prompt, Mei will increase reading fluency from 15 to 50 words per minute, with 80% accuracy.” Given Mei's struggles with decoding words and recognizing sight words, it is important to incorporate reading strategies that specifically address these challenges. One such strategy is the use of phonics instruction. Phonics instruction teaches children the relationships between the letters (graphemes) of written language and the individual sounds (phonemes) of spoken language. This helps children to decode words by sounding them out. For Mei, who struggles with medial vowels and consonant blends, explicit phonics instruction focusing on these areas could be beneficial. Another strategy that could be used is sight word instruction. Sight words are words that are frequently used but may not be easy to sound out phonetically (like 'the' and 'you'). For Mei, who struggles with recognizing sight words, having a list of sight words to study and practice can help improve her reading fluency. These words can be incorporated into the math lesson through word problems and reading instructions. Additionally, repeated reading could be beneficial for Mei. Repeated reading involves reading a short, meaningful passage several times until the level of fluency is reached. This strategy can help Mei improve her reading speed and accuracy, which are both important for reading fluency. Lastly, Mrs. Patel could use multi-sensory teaching strategies. This involves using visual, auditory, and kinesthetic (movement) cues to help Mei understand and remember the sounds of letters and words. For example, Mrs. Patel could use letter tiles or magnetic letters to help Mei visualize and manipulate the words she is trying to decode.
Based on the below scenario, explain how Mei would benefit from the specialized instructional strategy described below and how this specialized instructional strategy will be used to help Mei meet her IEP goals from the scenario.
Scenario
Mrs. Patel, a fourth-grade teacher, plans on teaching a lesson with the objective of having the students solve and write math problems (a.k.a. math story problems).
In the classroom, Mei struggles with decoding words and recognizing sight words, which affects her fluency (i.e., reading accuracy and rate). Mei is currently reading 15 words per minute, which is the average for students in the middle of first grade. To be on grade level, Mei should be accurately reading at least 70 words per minute. Mei is able to decode initial and final consonant letters but struggles with medial vowels and consonant blends. Mei’s IEP goal is written as follows: “When given a selected reading prompt, Mei will increase reading fluency from 15 to 50 words per minute, with 80% accuracy.”
Given Mei's struggles with decoding words and recognizing sight words, it is important to incorporate reading strategies that specifically address these challenges. One such strategy is the use of phonics instruction. Phonics instruction teaches children the relationships between the letters (graphemes) of written language and the individual sounds (phonemes) of spoken language. This helps children to decode words by sounding them out. For Mei, who struggles with medial vowels and consonant blends, explicit phonics instruction focusing on these areas could be beneficial. Another strategy that could be used is sight word instruction. Sight words are words that are frequently used but may not be easy to sound out phonetically (like 'the' and 'you'). For Mei, who struggles with recognizing sight words, having a list of sight words to study and practice can help improve her reading fluency. These words can be incorporated into the math lesson through word problems and reading instructions. Additionally, repeated reading could be beneficial for Mei. Repeated reading involves reading a short, meaningful passage several times until the level of fluency is reached. This strategy can help Mei improve her reading speed and accuracy, which are both important for reading fluency. Lastly, Mrs. Patel could use multi-sensory teaching strategies. This involves using visual, auditory, and kinesthetic (movement) cues to help Mei understand and remember the sounds of letters and words. For example, Mrs. Patel could use letter tiles or magnetic letters to help Mei visualize and manipulate the words she is trying to decode.
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