EDLI 636- Diagnosis and Remediation of Literacy Disorders

https://docs.google.com/document/d/1ZWGqj8Rbi5Z6IYLo4Z8cJTVgcqCl7OPSV-XO9rL3Fs0/edit?usp=sharing

The child I used to practice the assessments was in first grade. The student was assessed in all four areas. The student had a pretty good grasp on the concept of print awareness.  She was able to show me the front and back of the book and she read from left to right and top to bottom. She was also able to point out for me the title, author and illustrator of the book. She knows the sounds that letters make and sounds them out well, however she sometimes mixes up the sounds like “ch” and “sh”.  In Phonics, the student struggled with short and long vowels. She reads a bit choppy, slowly, and not that fluently. I would say that the reason her reading is a bit choppy is because she sometimes gets stuck on the long words and is busy decoding. Helpful websites: https://www.kizphonics.com/ http://www.abcya.com/ https://www.teachyourmonstertoread.com/ http://www.readingbear.org/

https://screencast-o-matic.com/watch/cb6YVrIMaQ

Assignment # 1- Mary is reading on the independent level. Assignment # 2- Mary is reading on the instructional level. Assignment # 3- Mary is reading on the frustration level. Assignment # 4- Mary is clearly on level 2 instructional level, when given Level 3 she became frustrated right away. Mary reads quite fluently; however, she stops by some words waiting for assistance. She does self-correct. Mary tends to add in words that don’t belong and mixes up tenses. Mary has very little prior knowledge about the topic of the text. With comprehension Mary knew the main idea, but did not remember the details from the text she was reading. 

Here is the link to my reading intervention video: https://screencast-o-matic.com/watch/cb6f1nIzCN

RTI is a literacy instruction program based on a 3 Tier model. Tier 1 is where all students receive effective differentiated instruction by their regular classroom teacher.About 80- 85% of students are successful. Students that are not making a sufficient amount of progress, receive intervention in smaller groups either by the regular teacher or with a specialist. This is tier 2. Students that need more intervention move to tier 3, where the level of instruction is more and the number of students is less.some of these students might be refereed to special education services. I feel that RTI is a very effective way of teaching literacy to children.  The thing that makes it so successful that it does not allow students to fall through the cracks.  The students achievements and levels are constantly assessed to see whether they are doing well or need assisstance. My question is how does the teacher decide if a student needs additonal instruction, are the assessments enough? ...