Wk7Assgn7NixL
Reflection
Lisa Nix
Walden University
Dr. Amy Summer, Instructor
EDUC - 6709G - 1: Literacy Development in an Academically Diverse Classroom
June 22, 2014
Reflection
Creating and implementing effective lessons for a literacy learner who is struggling with reading and writing takes much effort and appropriate resources. Throughout the Literacy Development course, I have gained much insight and resources that have become valuable tools in addressing students’ literacy needs. Each week, I conducted lessons and activities that targeted the needs of many students, but my initial focus on was on one particular student. His individual reading level, spelling development, and writing abilities were analyzed and the recorded data was used to drive instruction. The student chosen for the literacy learner study was a second grade student who is a struggling reader and is served in Response to Intervention Tier 3 (Mesmer & Mesmer, 2008). To start the literacy learner study, the student completed an oral reading fluency assessment. This was completed using DIBELS Next (Dynamic Measurement Group, 2013). This student read 22 words per minute with 73% accuracy. According to the DIBELS report, this student requires intensive instruction and scored in red on the assessment. Because the student scored in red, he had to complete an Informal Phonics Inventory (McKenna & Stahl, 2008, p. 125-131). This assessment’s data reveals the areas of strengths and weaknesses of the student’s phonics skills. Using the results from these assessments helped to determine the literacy learner’s independent, instructional, and frustration reading levels (Morris, 2014a). Knowing and understanding these levels helps to guide instructional design and implementation of effective and appropriate activities. A new assessment I implemented and administered to my literacy learner was the Word Recognition Test (Laureate Education, Inc., 2009a) using the flash and timed versions. I completed
Lisa Nix
Walden University
Dr. Amy Summer, Instructor
EDUC - 6709G - 1: Literacy Development in an Academically Diverse Classroom
June 22, 2014
Reflection
Creating and implementing effective lessons for a literacy learner who is struggling with reading and writing takes much effort and appropriate resources. Throughout the Literacy Development course, I have gained much insight and resources that have become valuable tools in addressing students’ literacy needs. Each week, I conducted lessons and activities that targeted the needs of many students, but my initial focus on was on one particular student. His individual reading level, spelling development, and writing abilities were analyzed and the recorded data was used to drive instruction. The student chosen for the literacy learner study was a second grade student who is a struggling reader and is served in Response to Intervention Tier 3 (Mesmer & Mesmer, 2008). To start the literacy learner study, the student completed an oral reading fluency assessment. This was completed using DIBELS Next (Dynamic Measurement Group, 2013). This student read 22 words per minute with 73% accuracy. According to the DIBELS report, this student requires intensive instruction and scored in red on the assessment. Because the student scored in red, he had to complete an Informal Phonics Inventory (McKenna & Stahl, 2008, p. 125-131). This assessment’s data reveals the areas of strengths and weaknesses of the student’s phonics skills. Using the results from these assessments helped to determine the literacy learner’s independent, instructional, and frustration reading levels (Morris, 2014a). Knowing and understanding these levels helps to guide instructional design and implementation of effective and appropriate activities. A new assessment I implemented and administered to my literacy learner was the Word Recognition Test (Laureate Education, Inc., 2009a) using the flash and timed versions. I completed
References: Dynamic Measurement Group. (2013). Dibels next. Retrieved from https://dibels.org/next/ Fox, M., & Tusa, T Gibbons, G. (1998). Penguins. New York, NY: Holiday House. Laureate Education, Inc. (Executive Producer). (2009a). Literacy development in an academically diverse classroom: Assessment-driven instruction: Word study. Laureate Education, Inc. (Executive Producer). (2009b). Literacy development in an academically diverse classroom: Virtual Field Experience™: 'Read with ' activity. Baltimore: Author. McKenna, M., & Stahl, K McKenna, M., & Stahl, K. (2008b). Assessment for reading instruction. (2nd ed., pp. 87-91). New York, NY: The Guilford Press. Mesmer, E. M., & Mesmer, H. A. E. (2008). Response to intervention (RTI): What teachers of reading need to know. Reading Teacher, 62(4), 280-290. Morris, D. (2014). Diagnosis and correction of reading problems (2nd ed.) p. 101-102. New York, NY: Guilford Press.