EDLI636 Diagnosis and Remediation of Literacy Disorders

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Week 10 Assignment 4

November 11, 2018

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View my lesson plan here.

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Week 5

Mary read the Level 1 Word List at the independent level. She read 18 out of 20 words accurately and fluently. Mary read the Level 2 Word List at the instructional level. She had difficulty decoding a few of the words at the end of the list. Mary read the Level 3 Word List at the frustration level. She could barely recognize or decode any of the words on the list. Mary responded to only one of the three concept questions during the assessment of prior knowledge. She was able to answer a question specifically related to the passage content of "Whales and Fish." This earned her a score of 3. Therefore we can conclude that the concepts in the passage were unfamiliar to Mary. Mary has a WPM of 46. I counted 11 miscues in the oral reading miscue analysis. Mary has an accuracy rate of 95%; this means that she is able to read the text independently. Additionally, she self corrected one out of every four words; she catches many of her mistakes but not all of them. She uses me...

Week 7 Assignment 5

Print Awareness: I asked the student questions regarding a book we were about to read: Where do I begin reading the book? Where is the title of the story? Who is the author? What does an author do? Who is the illustrator? What does an illustrator do? Where is the begiining of the sentence? Where does the sentence end? He was able to answer all these questions accurately indicating that he is aware of print concepts. Phonemic Awareness: I assessed his ability to isolate phonemes. I pronounced a simple word and asked him tp identify the beginning, middle, and end sounds. The student was able to isolate sounds showing me that he has a beginner's grasp of phonemic awareness. Phonics: I showed the student a poster filled with letters, blends, dipthongs and digraphs. I pointed to each and asked the student what sound the specific letter or letter combination represents. The student was able to identify the sounds of most consonants, all vowels, some consonant blends...

Week 4 Assignment 1

As educators, our goal is for all our students to achieve. That is why it's so important for us to provide intervention when necessary. RTI, or Response To Interventions, ensures that intervention is structured effectively. This multi-tiered approach gives students evidence-based instruction and interventions. Tier 1 is differentiated instruction given to all students by a general education teacher. This instruction is effective for approximately 85% of students. The remaining 15 percent require more intensive interventions. At Tier 2, students receive more intensive interventions through small group instruction within the general education framework. They continue to participate in Tier 1 instruction; Tier 2 is just a supplement. Tier 2's targeted instruction allows students to catch up to their classmates while still participating in the core curriculum. A small percentage of students, though, still require additional intervention in order to meet their learning needs. Tier 3...

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Week 10 Assignment 4

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