It has been studied that students take on the attitude and view that the teacher has of reading. Therefore, it is important for students to understand that reading means to comprehend. As I mentioned in my post about the video, it is important for teachers to assess students' reading skills frequently in order to provide intervention of specific skills that the student lacks.
I have never really thought about assessing a child's reading and determining a diagnosis, however, it does make sense to diagnose a child's reading and determine what skills the child needs and what skills the child is strong in. When I administer F&P tests to my students, it becomes very clear what a student needs and then I create lessons that center around those skills. Many times, if a child is below grade level I begin to take data and begin the RTI process in order to administer interventions that would help with a child's weak reading skills. Of course, if the child does not make adequate progress through RTI then other steps are taken to determine if the child should be given testing to determine if there is a learning disability. Typically we see progress when using RTI and then if any progress is made the child is monitored from then on. It isn't okay to label children with weak reading abilities into a category of special education before there is enough data to prove there is a significant gap.
My administration talked a lot about the RTI process how each student should have equal access to their education and that doesn't all mean that it is fair. I thought they did a really good job showing visuals that represented this. One picture showed three students of tall, medium, and short heights standing behind a fence and the short and medium height students didn't have step stool. The picture next to it showed the medium height child with a step stool and the short student with two step stools. Therefore showing they each had equal access some were provided with an accommodation to allow them that equal access.
Since I am administering my F&P tests to my students I have seen many behaviors listed on both sides of the Proficient/Less Proficient chart. There are very few students at this point in the year that read to make it sound like language. Students have had some background knowledge on earthquakes and animal adaptations so many have been able to use their background knowledge to help them answer the deeper questions I ask about those books in the F&P kit. Many of the students I have tested do seem to go back and reread if they call out a word that doesn't make sense and they correct themselves.
However, I have had many students also attempt to read the words correctly and fail and not go back and reread. FOr example, one student was reading about a jaguars sleek broad legs, and instead of saying broad she said board. She did not go back to fix her mistake and did not seem to think it didn't make sense.
I do not believe in the bottom up approach to reading. I feel that it teaches that letters sounds, and words are more important than the text itself and the meaning within the text. I used to feel as though the top down approach was where I fell because it teaches the value of the whole text over the words and letters, however, after my summer reading class, I now see the value in and interactive approach and teaching the letters and sounds in combination with the whole text meaning.
As a teacher it is vital that I take notice of how I teach and how I deliver my message to students. Students who struggle due to disabilities, or language barriers need my messages to be clear and purposeful. In order for that to occur I must self evaluate and make plan accordingly. I believe a balanced approach to reading is necessary. There are times such as a mini lesson that should be delivered whole group and then the one on one instruction and small guided groups should be used to reinforce and teach the students the skill based on their instructional reading level. It is important to know your students in order to provide an effective reading plan. You must be aware of how much support they have at home and if the parents are willing and able to provide support at home.
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